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{ "count": 38755, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13700", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13500", "results": [ { "pk": 29640, "title": "Imitation inhibition training enhances perspective taking in preschoolers", "subtitle": null, "abstract": "Adults (Keysar et al, 2000) and children (Epley et al, 2004) sometimes commit egocentric errors when interpreting otherscommunication, if the self-perspective differs from the speakers perspective. Training imitation inhibition reduces egocen-tric error in adults (Santiesteban et al., 2011), presumably because it makes salient the distinction between self and other.As managing the self-other perspective difference may undergo developmental changes during preschool years (South-gate, in press), we tested whether a social imitation inhibition training may reduce egocentric mistakes in 3-6-year-oldchildren. Results with n=47 (of n=50 preregistered) children show that the imitation inhibition group selected the object towhich the speaker referred more often than children in a control condition (F(1,35)=5.346, p=.026). However, there wasan interaction with age (F(2,35)=3.805, p=.032): only 4-year-olds, but neither 3- nor 6-year-olds, were more accurate inthe inhibition group. Childrens reaction times and hesitation will be analyzed on the final sample.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rf569cn", "frozenauthors": [ { "first_name": "Dora", "middle_name": "", "last_name": "Kampis", "name_suffix": "", "institution": "University of Copenhagen", "department": "" }, { "first_name": "Helle", "middle_name": "", "last_name": "Duplessy", "name_suffix": "", "institution": "University of Copenhagen", "department": "" }, { "first_name": "Victoria", "middle_name": "", "last_name": "Southgate", "name_suffix": "", "institution": "University of Copenhagen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29640/galley/19498/download/" } ] }, { "pk": 29822, "title": "Immediate action-effects facilitate response speed via stimulus-responseassociation", "subtitle": null, "abstract": "Eitam et al. (2013) reported that immediate feedback to response could motivate the same response in the followingtrials. They suggested action-effects could have a value as information on control over the environment, resulting inthe response facilitation. However, the underlying mechanism of such faciliatory effects, what particular processes action-effects reinforce, remains unclear. Therefore, we investigated whether the response facilitation depends on actions, stimuli,or stimulus-response relationship. Participants were required to select adequate responses in accordance with the stimulias response cue. The action-effects depended on the combination of stimuli and responses; immediate and lagged effectscould be predicted by the stimulus, but shared the same response button. Results showed that the response was executedfaster when driven by stimuli associated with immediate effects than those associated with lagged effects. This indicatesthat immediate action-effects might facilitate response via stimuli-response association, but not via independent processesof actions or stimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/42m4h47x", "frozenauthors": [ { "first_name": "Takumi", "middle_name": "", "last_name": "Tanaka", "name_suffix": "", "institution": "Kyushu University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29822/galley/19676/download/" } ] }, { "pk": 29584, "title": "Impact of effort exertion on cognitive flexibility and stability", "subtitle": null, "abstract": "Impact of effort exertion on cognitive flexibility and stabilityAnna Mini Jos, Myles LoParco, A. Ross Otto*Department of Psychology, McGill University, Montral, CanadaEfficient task execution requires attention to task requirements while inhibiting distractors (cognitive stability) and adapt-ing to changes (flexibility). Previous studies have shown that individuals differ in their application of stable versus flexibleprocessing modes. Our study examined the impact of prior effort exertion on flexibility/stability trade-off.Participants performed a stability-flexibility paradigm, with pupil recording, before and after effort and no-effort manipula-tions were induced using different tasks. We analyzed the resulting change in preferences for stability/flexibility (voluntaryswitch rate).We found that the no-effort condition evoked a higher voluntary switch rate than baseline or after effort exertion. Partici-pants in the effort condition also showed higher response times and lower accuracy across trials. Pupil data shows that aftereffort exertion participants exert less effort in spontaneous switches and repeats. Additionally, the relationship betweenswitch cost (on forced-switch trials) and spontaneous switching rate increased after effort exertion. These results suggestthat stability/flexibility preferences can vary with prior effort exertion.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37f2p9sq", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Jos", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Myles", "middle_name": "", "last_name": "LoParco", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "A.", "middle_name": "Ross", "last_name": "Otto", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29584/galley/19443/download/" } ] }, { "pk": 30006, "title": "Impact of sleep deprivation on EEG markers of emotion regulation in young adults", "subtitle": null, "abstract": "Sleep deprivation (SD) has negative effects on emotional regulation, but few studies have evaluated electroencephalo-graphic (EEG) indices and none of these have used a within-subject design. Twenty-nine participants (17 female) com-pleted a repeated-measures study protocol involving a night of normal sleep (NS) and a night of SD, followed by resting-state EEG during the following morning. Established EEG indices of emotion regulation, frontal alpha asymmetry (FAS)and slow wave/fast wave (SW/FW) ratio in frontal sites (F3, F4, Fz), were investigated. Our results did not reveal SD ef-fects in FAS (t28= -.960, p = .345) or in SW/FW ratio (t28= 0.737, p = 0.467). Although other studies have demonstratedemotional dysregulation after SD, two well-studied EEG markers of emotional dysregulation did not reflect altered emo-tional states after SD in the current within-subject study. Future studies combining EEG and other indices of emotionalregulation may help elucidate these results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7f33r630", "frozenauthors": [ { "first_name": "Cheng", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Esther", "middle_name": "Yuet Ying", "last_name": "Lau", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Jinxiao", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Yeuk", "middle_name": "Ching", "last_name": "Lam", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Jihui", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "The Chinese University of Hong Kong", "department": "" }, { "first_name": "Lydia", "middle_name": "Ting Sum", "last_name": "Yee", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Rusak", "name_suffix": "", "institution": "Dalhousie University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30006/galley/19860/download/" } ] }, { "pk": 29620, "title": "Implicit learning of purely non-linguistic sequences: the role of Brocas area", "subtitle": null, "abstract": "The relevance of Broca’s area to both language and non-linguistic sequence processing is well established. However, manyof the previous fMRI studies on artificial grammar learning use letter sequences as their non-linguistic stimuli. Since theletters are linguistic in nature, these may inadvertently activate language circuits independent of the artificial grammar. Inaddition, participants have been explicitly told before testing that they needed to classify sentences as either grammaticalor ungrammatical. Thus, it is possible that part or all of the activation of Broca’s reported in these studies is an artifact ofthese manipulations. In our current study, we used sequences of human faces instead of letters, and tested participants insuch a way that they were never aware they were even being tested. Nevertheless, most participants still showed evidenceof learning the non-linguistic artificial grammar, and their Broca’s area was also differentially active for ’grammatical’ vs.’ungrammatical’ sequences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kd9707f", "frozenauthors": [ { "first_name": "Chung-Lin", "middle_name": "Martin", "last_name": "Yang", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "P.", "middle_name": "Thomas", "last_name": "Schoenemann", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Lana", "middle_name": "", "last_name": "Ruck", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Shelby", "middle_name": "", "last_name": "Putt", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Weed", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29620/galley/19478/download/" } ] }, { "pk": 29581, "title": "Implicit questions shape information preferences", "subtitle": null, "abstract": "We ask questions about everything from why clocks tick towhy the sky is blue. Although people sometimes preferteleological explanations over mechanistic explanations inresponse to ‘why’ questions, why questions are ambiguous–referring either to a ‘how’ question or a ‘for what purpose’question. In this paper, we examine the relation between theseimplicit questions and explanation preferences. First, we askedwhether people have specific expectations regarding ‘why’questions: How do they interpret these ambiguous cases anddoes this vary across domains? Indeed, people have strong,domain-specific expectations that mirror well-documentedexplanation preferences. People also have preferences aboutwhich specific question they would prefer to have answered. Inother words, ‘why’ questions are ambiguous but not treated assuch — and this has consequences for downstream explanationpreferences. We explore these consequences in light of both thephilosophical and psychological literature on explanation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "why questions; explanation; teleology; mechanism" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5bf9w1q5", "frozenauthors": [ { "first_name": "Sehrang", "middle_name": "", "last_name": "Joo", "name_suffix": "", "institution": "Yale University", "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": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29581/galley/19440/download/" } ] }, { "pk": 29898, "title": "Implicit Structure in Sensory Metaphors of Personality", "subtitle": null, "abstract": "Across many cultures, similar sensory metaphors are used for similar kinds of personality traits, including words likesweet and bitter, straight and crooked, warm and cold (Asch, 1958). Although such metaphors seem to make sense,our post hoc intuitions may be tainted by confirmation bias. We measured the strength of alignments between each ofa set of nine sensory pairs (e.g., warm/cold) pictured literally, and a set of eight pairs of literal personality concepts(e.g., friendly/aloof) using dual categorization tasks (IATs), and then extracted principal components from these patternsof alignment between sensory and personality concepts across 72 different pairings. The resulting 2D metaphor spaceseemed to reflect something akin to the stereotype content model (Fiske et al., 2002), with axes representing both warmth(PC1: warm/soft) and competence (PC2: bright/high). When we repeated the experiment, with new images and labels,essentially the same structure captured these nine sensory metaphor pairs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84m3p4sj", "frozenauthors": [ { "first_name": "Frank", "middle_name": "", "last_name": "Durgin", "name_suffix": "", "institution": "Swarthmore college", "department": "" }, { "first_name": "Kiera", "middle_name": "", "last_name": "Parece", "name_suffix": "", "institution": "Swarthmore college", "department": "" }, { "first_name": "Shelby", "middle_name": "", "last_name": "Billups", "name_suffix": "", "institution": "Swarthmore college", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Thibodeau", "name_suffix": "", "institution": "Swarthmore college", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29898/galley/19752/download/" } ] }, { "pk": 29509, "title": "Improving Cognitive Models for Syllogistic Reasoning", "subtitle": null, "abstract": "Multiple cognitive theories make conflicting explainations forhuman reasoning on syllogistic problems. The evaluation andcomparison of these theories can be performed by conceiv-ing them as predictive models. Model evaluation often em-ploys static sets of predictions rather than full implementationsof the theories. However, most theories predict different re-sponses depending on the state of their internal parameters.Disregarding the theories’ capabilities to adapt parameters todifferent reasoners leads to an incomplete picture of their pre-dictive power. This article provides parameterized algorithmicformalizations and implementations of some syllogistic theo-ries regarding the syllogistic single-response task. Evaluationsreveal a substantial improvement for most cognitive theoriesbeing made adaptive over their original static predictions. Thebest performing implementations are PHM, mReasoner andVerbal Models, which almost reach the MFA benchmark. Theresults show that there exist heuristic and model-based theo-ries which are able to capture a large portion of the patterns insyllogistic reasoning data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "syllogistic reasoning; cognitive modeling; modelevaluation" } ], "section": "Reasoning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15r7d1pn", "frozenauthors": [ { "first_name": "Jonas", "middle_name": "", "last_name": "Bischofberger", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29509/galley/19369/download/" } ] }, { "pk": 29533, "title": "Improving Multi-Agent Cooperation using Theory of Mind", "subtitle": null, "abstract": "Recent advances in Artificial Intelligence have produced agents that can beat human world champions at games like Go,Starcraft, and Dota2. However, most of these models do not seem to play in a human-like manner: People infer others’intentions from their behaviour, and use these inferences in scheming and strategizing. Here, using a Bayesian Theory ofMind (ToM) approach, we investigated how much an explicit representation of others’ intentions improves performancein a cooperative game. We compared the performance of humans playing with optimal-planning agents with and withoutToM, in a cooperative game where players have to flexibly cooperate to achieve joint goals. We find that teams with ToMagents significantly outperform non-ToM agents when collaborating with all types of partners: non-ToM, ToM, as well ashuman players, and that the benefit of ToM increases the more ToM agents there are. These findings have implications fordesigning better cooperative agents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5tj7v8zq", "frozenauthors": [ { "first_name": "Terence", "middle_name": "", "last_name": "Lim", "name_suffix": "", "institution": "National University of Singapore", "department": "" }, { "first_name": "Sidney", "middle_name": "", "last_name": "Tio", "name_suffix": "", "institution": "AI Singapore", "department": "" }, { "first_name": "Desmond", "middle_name": "", "last_name": "Ong", "name_suffix": "", "institution": "National University of Singapore", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29533/galley/19393/download/" } ] }, { "pk": 30062, "title": "Improving Predictive Accuracy of Models of Learning and Retention Through BayesianHierarchical Modeling: An Exploration with the Predictive Performance Equation", "subtitle": null, "abstract": "Human learning has been characterized by three robust effects (i.e.power law of learning, power law of decay, and spacing), whichhave been validated across multiple domains and time intervals. Toaccount for these different effects mathematical model of learningand retention have been developed. These models hold a great dealof potential for application a wide range of educational and trainingscenarios. However, many models are not validated according fortheir ability to make accurate predictions of human performance.The predictive demand of these models is made increasinglycomplex by the needs of training domain, needing both to predictboth skill decay and reacquisition from little historical data. In thispaper, we examine the predictive capability of the PredictivePerformance Equation (PPE) implemented in a Bayesianhierarchical model. Through a comparison of two Bayesianhierarchical models we show how hierarchical model fit to aparticipant’s performance across a set of items compared to only asingle item improves PPE’s predictive accuracy of both skill decayand reacquisition over multiple learning schedules", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Mathematical model" }, { "word": "Bayesian Hierarchical Model" }, { "word": "prediction" }, { "word": "skill acquisition" }, { "word": "skill decay" }, { "word": "Spacing effect" }, { "word": "Learningmanagement system" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/657435j2", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Collins", "name_suffix": "", "institution": "Wright-Patterson Air Force Base", "department": "" }, { "first_name": "Florian", "middle_name": "", "last_name": "Sense", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Krusmark", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Tiffany", "middle_name": "S.", "last_name": "Jastrzembski", "name_suffix": "", "institution": "Wright-Patterson Air Force Base", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30062/galley/19916/download/" } ] }, { "pk": 29417, "title": "Inconsistencies Among Beliefs as a Basis for Learning via Thought Experiments", "subtitle": null, "abstract": "Although many studies have shown that being exposed toempirical data that contradict one’s beliefs can lead to learning,it is not clear whether calling attention to inconsistenciesamong beliefs without the provision of new data, leads tolearning. The present study asked whether calling attention toinconsistent beliefs via thought experiments leads to beliefrevision. Five-hundred-seventy-five participants were assignedto three different conditions in a pre-training, training, post-training design. The results showed that participants generatedinconsistent beliefs between pre-training and training, but theydid not spontaneously revise them at post-training (BaselineCondition). They did revise them, however, when they wereasked to reason about the implications of the training thoughtexperiments (Warning Condition) and when they saw anexplicit inference drawn from the training thought experiments(Explicit Inference Condition). These results show that, withprompting, scientifically naïve adults can learn from thoughtexperiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "thought experiments; learning; belief revision;naïve physics" } ], "section": "Emotions and Beliefs", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0z0693qh", "frozenauthors": [ { "first_name": "Igor", "middle_name": "", "last_name": "Bascandziev", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29417/galley/19277/download/" } ] }, { "pk": 29893, "title": "Increasing Diversity of Contrast Examples Decreases Generalization from aProbabilistic Target Set", "subtitle": null, "abstract": "Four experiments explored the effect of diversity of contrasting evidence on inductive inferences drawn from a multi-item target. In Experiments 1 and 2, increasing the diversity of a contrast set led to lower generalization of a novelproperty that was probabilistically associated with the target. Further, this effect was not sensitive to weak vs. strongsampling assumptions (Experiment 3). Critically, when the property was universal (all target items shared the feature),increasing contrast diversity did not affect generalization to novel members of the target category (Experiment 4). Post-testquestioning suggested that people believed that the probabilistic property indicated subordinate categories in the target set(in fact, there werent). Such a change in the default-level representationin this case, from basic to subordinatealters theperceived size of the setswith subordinate, there are more items. Differences in default-level may explain these findings.We discuss implications for accounts of inferential reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03h2h9nx", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Bosch", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29893/galley/19747/download/" } ] }, { "pk": 29510, "title": "Incremental Hypothesis Revision in Causal Reasoning Across Development", "subtitle": null, "abstract": "We explore whether children’s strategies on a causal learningtask show a bias observed in adults towards “exploitative” hy-pothesis revision. Adults and children (ages 4–6) were pre-sented with evidence which initially seemed to conform to asimple, salient rule (e.g. blue blocks activate a machine), butthen encountered evidence that violated this rule. The truerule in the “near” condition was more complex, but could bereached through iterative revision of the salient rule, while inthe “distant” condition, the true rule was comparatively sim-ple, but incremental revision could not yield the true rule. Par-ticipants then predicted the behaviour of a set of new blocks.Adults performed better in the near condition, while in the dis-tant condition adults did not appear to revise their initial hy-pothesis significantly. Unlike adults, children’s overall perfor-mance in both conditions was similar, while condition differ-ences may reflect a broader search for alternative solutions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian inference" }, { "word": "belief revision" }, { "word": "causal learn-ing" }, { "word": "process model" } ], "section": "Reasoning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/78j348s3", "frozenauthors": [ { "first_name": "Rebekah", "middle_name": "", "last_name": "Gelpi", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Ben", "middle_name": "", "last_name": "Prystawski", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Christopher", "middle_name": "G.", "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": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29510/galley/19370/download/" } ] }, { "pk": 29730, "title": "Individual adaptation in teamwork", "subtitle": null, "abstract": "Teamwork in Team Space Fortress, a real-time cooperative task, was studied by analyzing the performance of participantspaired with different partners. To defeat the fortress, a player taking the role of bait approaches within the fortress rangeof fire causing the fortress to lower its shield to fire, thereby becoming vulnerable to attack by a partner playing therole of shooter. A novel design exchanging partners within four person groups allowed the identification of adaptationsand isolation of individual contributions to team performance. Team performance was determined by factors at bothindividual and team levels. Using subjective similarity rankings collected on Amazon Mechanical Turk, we constructedhigh-dimensional embeddings of similarity between team trajectories. Results showed that team members who adaptedmost, led to improved team performance. In re-pairings of partners better individual performance did not necessarily leadto better team performance again supporting the need for adaptivity in human machine teaming.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3ts2f7dj", "frozenauthors": [ { "first_name": "Huao", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Dana", "middle_name": "", "last_name": "Hughes", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Lewis", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Katia", "middle_name": "", "last_name": "Sycara", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29730/galley/19587/download/" } ] }, { "pk": 29852, "title": "Individual differences in metacognitive ability of grandiose and vulnerablenarcissists", "subtitle": null, "abstract": "Understanding individual differences in metacognitive ability may provide novel insights into how we think about ourown thinking. Past research has revealed individual differences in the extent to which grandiose and vulnerable narcissistsare metacognitively miscalibrated with respect to cognitive ability (Littrell, Fugelsang, & Risko, 2019). Building off ofthis work, we present a study examining the relations between trait narcissism across different cognitive tasks (e.g., verbalability, memory) and measures of metacognitive ability (e.g., bias, relative accuracy). Results indicate that while grandioseand vulnerable narcissists did not differ with respect to performance on cognitive tasks, they did significantly differ in theirperformance on certain metacognitive metrics. These results contribute to both our understanding of narcissism, individualdifferences in metacognitive ability, and the relation between different measures of metacognitive ability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jh9m83d", "frozenauthors": [ { "first_name": "Shane", "middle_name": "", "last_name": "Littrell", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Fugelsang", "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": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29852/galley/19706/download/" } ] }, { "pk": 29963, "title": "Individual Working Memory Capacity Moderates the Power Effect on CognitiveTask Performance", "subtitle": null, "abstract": "The experience of power is known to help people pursue their goals more effectively. It has been argued that this is becausethe powerful are better at managing working memory processes during goal pursuit. However, past research has oftendisregarded individual differences in working memory capacity. We examined how manipulated power affects peoplescognitive task performance, depending on their working memory capacity. Results showed that high-power participantswith a relatively lower capacity performed significantly better than low-power participants, whereas individuals with ahigher capacity performed equally well in both high- and low-power conditions. Thus, individuals with a relatively highercapacity were less affected by the experience of low power than individuals with a lower capacity, who in turn profittedmore from the experience of high power. Overall, our findings imply that individuals working memory capacity is animportant factor to consider in the power effect on cognitive task performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6876b5cf", "frozenauthors": [ { "first_name": "Leila", "middle_name": "", "last_name": "Straub", "name_suffix": "", "institution": "ETH Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29963/galley/19817/download/" } ] }, { "pk": 29993, "title": "Inducing preference reversals by manipulating revealed preferences", "subtitle": null, "abstract": "It is currently difficult to test the validity of existing explana-tions for the emergence of context-dependent preference rever-sals. This is because these explanations are generally placed atthe level of the process of evidence accumulation, and acrossexperimental paradigms, this process is unobservable. In thispaper, we propose a new experimental paradigm for elicitingpreference reversals, wherein the process of evidence accumu-lation is significantly observable. Over a series of experiments,we successfully induce preference reversals for arbitrary stim-uli by showing participants sequences of stimuli comparisonswith pre-determined outcomes. Our findings partially supportthe view that context-sensitive assimilation of a history of ordi-nal comparisons is sufficient to explain classic context effects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "preference reversals; decisions from experience;preference formation" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6th3g9fs", "frozenauthors": [ { "first_name": "Harish", "middle_name": "", "last_name": "Balakrishnan", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" }, { "first_name": "Shobhit", "middle_name": "", "last_name": "Jagga", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" }, { "first_name": "Nisheeth", "middle_name": "", "last_name": "Srivastava", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29993/galley/19847/download/" } ] }, { "pk": 30082, "title": "Infants infer different types of social relations from giving and taking actions", "subtitle": null, "abstract": "Anthropological observations suggest that specific sharingbehaviors may predictably covary with specific relationalcontexts, and thus can be used as relationally informativecues. Given their limited social experiences, cultural novices,such as infants, should be particularly likely to rely on thesecues to discover the relational makeup of their socialsurroundings on the basis of sparse observations. The presentstudy examines a particular hypothesis derived from thisproposal, namely that infants interpret giving as indicative ofsocial relations based on the principle of even balance. Bysystematically contrasting infants’ representation of giving tothat of superficially similar taking events, we showed that 12-month-olds, despite being equally likely to infer dyadicrelations from the observation of either transferring action(Exps. 1-4), infants encoded the direction of resource transferonly in the representation of giving (Exp. 5-6), and,conversely, transitively inferred novel relations only forsocial structures composed of taking relations (Exp. 7-8). Webelieve that the distinct inferences elicited by the observationof the two transferring actions reflects fundamentaldifferences in the models regulating the relations respectivelyinferred: one (for giving) based on a principle of evenbalance, which motivates the monitoring of changes inresource flow in the ongoing relation; the other (for taking),based on a principle of social equivalence, which gives rise totransitive social structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "infant social cognition; giving and taking;relational models; looking times" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fc5w6m2", "frozenauthors": [ { "first_name": "Denis", "middle_name": "", "last_name": "Tatone", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Gergely", "middle_name": "", "last_name": "Csibra", "name_suffix": "", "institution": "Central European University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30082/galley/19936/download/" } ] }, { "pk": 29984, "title": "Infants inferences about insides reveal parallel causal representations", "subtitle": null, "abstract": "Work on the origin of causal thought has always proposed that there is one ”original” causal representation, and overdevelopment this causal representation is applied to understanding different events. We propose that there are in factmultiple independent causal primitives, which must be integrated at some later point in development. In three experiments,we provide the first evidence that infants have multiple ways of representing cause and effect, that are fully dissociatedfrom each other in the first year of life. At 10 months, infants represent ”launching” events (Newtonian elastic collisions)as causal, in that they track which of two arbitrary objects is causing the other to move. They make inferences aboutwhether objects have an internal source of motion based on entraining events (in which A collides with B and remains incontact with it as they moves together). Critically, each representation lacks the signatures of the other.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fs250j8", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Kominsky", "name_suffix": "", "institution": "Rutgers University - Newark", "department": "" }, { "first_name": "Yiping", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Carey", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29984/galley/19838/download/" } ] }, { "pk": 29926, "title": "Infants Relax in Response to Unfamiliar Foreign Lullabies", "subtitle": null, "abstract": "Music is a human universal characterized by acoustical forms that are predictive of its behavioral functions. For example,listeners accurately distinguish between unfamiliar lullabies and other songs on the basis of their features alone. Thiscould be attributable to adults extensive musical experience, however. Here we show that infants (N = 144) relax inresponse to foreign lullabies, relative to matched foreign non-lullabies, as measured by heart rate, electrodermal activity,and pupillometry. These results were unrelated to age, suggesting the relaxation response is not a function of infantsrich musical experiences. Infants showed no visual preferences for the animated characters producing the songs, but theyattended more to the lullabies, blinking less during the singing. Moreover, the infants parents chose lullabies as the songsthat they themselves would use to calm their fussy infant. These findings raise the possibility that links between form andfunction in music are innately specified.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9xr471jn", "frozenauthors": [ { "first_name": "Constance", "middle_name": "", "last_name": "Bainbridge", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Julie", "middle_name": "", "last_name": "Youngers", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Mila", "middle_name": "", "last_name": "Bertolo", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "S.", "middle_name": "", "last_name": "Atwood", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Lidya", "middle_name": "", "last_name": "Yurdum", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Kelsie", "middle_name": "", "last_name": "Lopez", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Feng", "middle_name": "", "last_name": "Xing", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Alia", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "Victoria University of Wellington", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Mehr", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29926/galley/19780/download/" } ] }, { "pk": 29692, "title": "Infants use imitation but not comforting or social synchrony to evaluate those insocial interactions", "subtitle": null, "abstract": "In order to understand social relationships, humans must recognize cues of affiliation. When infants see interactionsbetween abstract, animated characters, they use imitation, helping, comforting, and exerted effort to predict who willapproach whom. Moreover, infants attend to and reach for characters who imitate other characters and those who helpothers. The present research builds on these findings and asks whether infants reach for human-animated puppets withdistinct and variable human voices who imitate, are imitated by, comfort, are comforted by, or move synchronously with aperson. At 12 months, infants reached more often for puppets who imitate a humans sound, and also for those who werenot targets of imitation. In contrast, infants did not reach more for puppets who comforted or synchronized their motionswith a human actor. By 12 months, therefore, infants show differentiated responses to different acts of social engagementby those whose social interactions they observe as third parties.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1dd1r4gb", "frozenauthors": [ { "first_name": "Ashley", "middle_name": "", "last_name": "Thomas", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Spelke", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29692/galley/19549/download/" } ] }, { "pk": 29809, "title": "Inferring physical cause from statistical anomalies", "subtitle": null, "abstract": "People have an intuitive sense of probability beginning early in life, where they appreciate that samples should reflectpopulations in their statistical properties (e.g., Denison & Xu, 2019). We examined whether adult participants in twoexperiments (N=132; N=141, respectively) can use this intuitive sense to infer unseen properties that might be affectingthe sampling process. In both experiments, adults saw boxes with different sized balls in varying proportions. They thensaw sampling events, in which small numbers of balls were shaken from a hidden exit on the top of the box, that wereeither probable or improbable, based on box proportions. In general, adults appropriately inferred constraints on the sizeof the hidden exit by integrating information from the sizes of the balls that were sampled and the overall distribution ofballs in the box. Ongoing work examines whether toddlers can make similar inferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1px151qq", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Attisano", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29809/galley/19663/download/" } ] }, { "pk": 29386, "title": "Influence of partner behaviour on overspecification", "subtitle": null, "abstract": "Speakers often overspecify by using colour adjectives redun-dantly in referential communication. We investigated whetherthis tendency to overspecify is influenced by a partner’s lin-guistic behaviour, and whether the effect is enhanced by lex-ical repetition and semantic relatedness. We used a director-matcher task in which speakers interacted with either a consis-tently overspecific or a consistently optimal partner. Our re-sults show that partner behaviour influences overspecification.An analysis over time indicates that speakers tended to over-specify at the outset, but reduced this behaviour over interac-tion with an optimal partner much more than with an overspe-cific partner. This may suggest that overspecification (at leastwith colour modifiers) is the “default” behaviour, with speak-ers adapting to optimality in a partner’s linguistic behaviour.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "overspecification; partner alignment; referentialcommunication; pragmatics" } ], "section": "Language and Groups", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pv876q5", "frozenauthors": [ { "first_name": "Jia", "middle_name": "E.", "last_name": "Loy", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29386/galley/19247/download/" } ] }, { "pk": 30171, "title": "Influence of Topic Knowledge on Curiosity", "subtitle": null, "abstract": "Given the vast nature of information available in the world,humans must select a small subset from which to learn in alifetime. Yet we know little about the factors that motivatelearners’ decisions to attend to select certain informationsources over others. We investigate the role of topicknowledge on curiosity in a new domain: novel news stories.We influenced listeners’ perception of their topic knowledgein these novel domains by independently varying the numberof sentences they heard and the number of sentences thatremained after a decision point. Listeners were most curiouswhen they reported intermediate levels of topic knowledge.As expected, learners were less likely to switch away fromcontent that they were curious about. This resultdemonstrates that topic knowledge directly impacts learners’curiosity and thus has downstream influences on their futureinterests and information-seeking behaviors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Curiosity; Information-seeking; PriorKnowledge; Learning." } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8137z3zw", "frozenauthors": [ { "first_name": "Shirlene", "middle_name": "", "last_name": "Wade", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Celeste", "middle_name": "", "last_name": "Kidd", "name_suffix": "", "institution": "University of California—Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30171/galley/20025/download/" } ] }, { "pk": 30105, "title": "Influences of both prior knowledge and recent historyon visual working memory", "subtitle": null, "abstract": "Existing knowledge shapes and distorts our memories, serv-ing as a prior for newly encoded information. Here, we in-vestigate the role of stable long-term priors (e.g. categoricalknowledge) in conjunction with priors arising from recentlyencountered information (e.g. ’serial dependence’) in visualworking memory for color. We use an iterated reproductionparadigm to allow a model-free assessment of the role of suchpriors. In Experiment 1, we find that participants’ reports re-liably converge to certain areas of color space, but that thisconvergence is largely distinct for different individuals, sug-gesting responses are biased by more than just shared categoryknowledge. In Experiment 2, we explicitly manipulate trialn-1 and find recent history plays a major role in participants’reports. Thus, we find that both global prior knowledge and re-cent trial information have biasing influences on visual work-ing memory, demonstrating an important role for both short-and long-term priors in actively maintained information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "working memory" }, { "word": "serial dependence" }, { "word": "prior knowl-edge" }, { "word": "iterated learning" }, { "word": "reconstructive memory" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3wk1b0qn", "frozenauthors": [ { "first_name": "Isabella", "middle_name": "", "last_name": "DeStefano", "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": "" }, { "first_name": "Timothy", "middle_name": "F.", "last_name": "Brady", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30105/galley/19959/download/" } ] }, { "pk": 29436, "title": "Informational goals, sentence structure, and comparison class inference", "subtitle": null, "abstract": "Understanding a gradable adjective (e.g., big) requires mak-ing reference to a comparison class, a set of objects or entitiesagainst which the referent is implicitly compared (e.g., big fora Great Dane), but how do listeners decide upon a compari-son class? Simple models of semantic composition stipulatethat the adjective combines with a noun, which necessarily be-comes the comparison class (e.g., “That Great Dane is big”means big for a Great Dane). We investigate an alternativehypothesis built on the idea that the utility of a noun in anadjectival utterance can be either for reference (getting the lis-tener to attend to the right object) or predication (describing aproperty of the referent). Therefore, we hypothesize that whenthe presence of a noun N can be explained away by its util-ity in reference (e.g., being in the subject position: “That N isbig”), it is less likely to set the comparison class. Across threepre-registered experiments, we find evidence that listeners usethe noun as a cue to infer comparison classes consistent with atrade-off between reference and predication. This work high-lights the complexity of the relation between the form of anutterance and its meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "comparison class; adjectives; information struc-ture; reference; predication" } ], "section": "Language and Meaning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7t41d5rp", "frozenauthors": [ { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Polina", "middle_name": "", "last_name": "Tsvilodub", "name_suffix": "", "institution": "Osnabruck University", "department": "" }, { "first_name": "Jesse", "middle_name": "", "last_name": "Snedeker", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Roger", "middle_name": "P.", "last_name": "Levy", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29436/galley/19296/download/" } ] }, { "pk": 30136, "title": "Information Theory Meets Expected Utility:\nThe Entropic Roots of Probability Weighting Functions", "subtitle": null, "abstract": "This paper proposes that the shape and parameter fits of\nexisting probability weighting functions can be explained with\nsensitivity to uncertainty (as measured by information entropy)\nand the utility carried by reductions in uncertainty. Building on\napplications of information theoretic principles to models of\nperceptual and inferential processes, we suggest that\nprobabilities are evaluated relative to a plausible expectation\n(the uniform distribution) and that the perceived distance\nbetween a probability and uniformity is influenced by the shape\n(relative entropy) of the distribution that the probability is\nembedded in. These intuitions are formalized in a novel\nprobability weighting function, VWD(p), which is simpler and\nhas less parameters than existing probability weighting\nfunctions. The proposed probability weighting function\ncaptures characteristic features of existing probability\nweighting functions, introduces novel predictions, and\nprovides a parsimonious account of findings in probability and\nfrequency estimation related tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making under risk and uncertainty;\nprobability weighting; information entropy; predictive coding" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/028277kk", "frozenauthors": [ { "first_name": "Mikaela", "middle_name": "", "last_name": "Akrenius", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30136/galley/19990/download/" } ] }, { "pk": 29724, "title": "Inherent and Emergent Biases of Vocal Learning Timeframes in Zebra Finches", "subtitle": null, "abstract": "Language acquisition researchers have demonstrated that human infants tend to learn some sound classes before others.However, similar biases acting on classes of sounds have not yet been demonstrated in a birdsong model. Here, I detail thelearning strategies of four zebra finches at both the level of the song and the level of the syllable. Although some syllables,namely introductory notes and transient chirps, appear to emerge along regular timeframes, the learning strategy chosenby the bird also has a strong influence on each syllables ontogeny. Syllables imitated earlier in a songs development tendto be imitated more accurately than syllables derived later in the learning process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55b374bd", "frozenauthors": [ { "first_name": "Ana", "middle_name": "", "last_name": "Alonso", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29724/galley/19581/download/" } ] }, { "pk": 29442, "title": "Input matters in the modeling of early phonetic learning", "subtitle": null, "abstract": "In acquiring language, differences in input can greatly affectlearning outcomes, but which aspects of language learning aremost sensitive to input variations, and which are robust, remainsdebated. A recent modeling study successfully reproduced aphenomenon empirically observed in early phonetic learning—learning about the sounds of the native language in the firstyear of life—despite using input that differed in quantity andspeaker composition from what a typical infant would hear. Inthis paper, we carry out a direct test of that model’s robustnessto input variations. We find that, despite what the original resultsuggested, the learning outcomes are sensitive to properties ofthe input and that more plausible input leads to a better fit withempirical observations. This has implications for understandingearly phonetic learning in infants and underscores the impor-tance of using realistic input in models of language acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "early phonetic learning" }, { "word": "Computational Modeling" }, { "word": "input variation" }, { "word": "Speech perception" } ], "section": "Speech and Phonetics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74h1j2wt", "frozenauthors": [ { "first_name": "Ruolan", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Schatz", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Yevgen", "middle_name": "", "last_name": "Matusevych", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Goldwater", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Naomi", "middle_name": "H.", "last_name": "Feldman", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29442/galley/19302/download/" } ] }, { "pk": 29709, "title": "Integrating semantics into developmental models of morphology learning", "subtitle": null, "abstract": "A key challenge in language acquisition is learning morpho-logical transforms relating word roots to derived forms. Tra-ditional unsupervised algorithms find morphological patternsin sequences of phonemes, but struggle to distinguish validsegmentations from spurious ones because they ignore mean-ing. For example, a system that correctly discovers ”add /z/”as a valid morphological transform (song-songs, year-years)might incorrectly infer that ”add /ah.t/” is also valid (mark-market, spear-spirit). We propose that learners could avoidthese errors with a simple semantic assumption: morpholog-ical transforms approximately preserve meaning. We extendan algorithm from Chan and Yang (2008) by integrating prox-imity in vector-space word embeddings as a criterion for validtransforms. On a corpus of child-directed speech, we achieveboth higher accuracy and broader coverage than the purelyphonemic approach, even in more developmentally plausiblelearning paradigms. Finally, we consider a deeper semanticassumption that could guide the acquisition of more abstract,human-like morphological understanding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Acquisition" }, { "word": "morphology" }, { "word": "development" }, { "word": "semantics." } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93c3f5gh", "frozenauthors": [ { "first_name": "Abigail", "middle_name": "L.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Mika", "middle_name": "", "last_name": "Braginsky", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Roger", "middle_name": "P.", "last_name": "Levy", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29709/galley/19566/download/" } ] }, { "pk": 29681, "title": "Integration of visual and spoken cues in a virtual reality navigation task", "subtitle": null, "abstract": "When integrating information in real time from multiplemodalities or sources, such as when navigating with the helpof GPS voice instructions along with a visual map, a decision-maker is faced with a difficult cue integration problem. Thetwo sources, in this case visual and spoken, have potentiallyvery different interpretations or presumed reliability. Whenmaking decisions in real time, how do we combine cues com-ing from visual and linguistic evidence sources? In a sequenceof three studies we asked participants to navigate through aset of virtual mazes using a head-mounted virtual reality dis-play. Each maze consisted of a series of T intersections, ateach of which the subject was presented with a visual cue and aspoken cue, each separately indicating which direction to con-tinue through the maze. However the two cues did not alwaysagree, forcing the subject to make a decision about which cueto “trust.” Each type of cue had a certain level of reliability(probability of providing correct guidance), independent fromthe other cue. Subjects learned over the course of trials howmuch to follow each cue, but we found that they generallytrusted spoken cues more than visual ones, notwithstandingthe objectively matched reliability levels. Finally, we showhow subjects’ tendency to favor the spoken cue can be mod-eled as a Bayesian prior favoring trusting such sources morethan visual ones.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multimodal integration; navigation; Bayesian in-ference; virtual reality" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87f0z0v8", "frozenauthors": [ { "first_name": "Serena", "middle_name": "", "last_name": "DeStefani", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Karin", "middle_name": "", "last_name": "Stromswold", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Jacob", "middle_name": "", "last_name": "Feldman", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29681/galley/19538/download/" } ] }, { "pk": 30068, "title": "Intelligence in humans, non-human animals, and machines", "subtitle": null, "abstract": "Artificially intelligent systems are unlike other intelligences in a crucial yet vastly under-appreciated respect. For anaturally-evolved species, its survival needs are not only what ought to properly measure that species intelligence, butalso what most fundamentally shape it. However, artificial systems are not shaped by evolutionary forces. Instead, wemust provide for such systems a suitable equivalent for the evolutionary shaping of a natural species intelligence. But wecannot. As a result, I maintain that we cannot currently develop artificial systems that are intelligent in anything like theway that the members of a naturally-evolved species are intelligent. On any of the main approaches to AIwhether classical,deep learning, or a combination of bothwe must either explicitly represent or instead replicate a suitable equivalent forwhat evolution provides in its shaping of a naturally-evolved species intelligence. I maintain that is unclear how to do anysuch thing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0zr9b6zk", "frozenauthors": [ { "first_name": "Oisin", "middle_name": "", "last_name": "Deery", "name_suffix": "", "institution": "York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30068/galley/19922/download/" } ] }, { "pk": 29938, "title": "Intentional information sharing promotes cumulative culture relative toinadvertent behavioural cues: an experimental demonstration", "subtitle": null, "abstract": "Using an experimental transmission design, we investigated the extent to which intentional information-sending creates anaccumulation of beneficial information, relative to transmission via inadvertent information.A small subset of an information providers search was transmitted to an information receiver, either selected by theinformation provider themselves (Intentional), or randomly sampled from their full search history (Inadvertent). A thirdcondition where information receivers were shown all of the information providers search attempts was included as acontrol.Intentional information-sending led to cumulative improvements that were comparable to receiving full information froma previous participants search, demonstrating that intentional information-sending had promoted cumulative cultural evo-lution. A follow-up study manipulated whether the sender also received feedback from the receiver which provided infor-mation about locations which had not been searched. No difference was found between these conditions, indicating thatfor this task, bidirectional communication did not further boost the effects of unidirectional intentional communication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1jg6x2cs", "frozenauthors": [ { "first_name": "Gemma", "middle_name": "", "last_name": "Mackintosh", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Atkinson", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Caldwell", "name_suffix": "", "institution": "University of Stirling", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29938/galley/19792/download/" } ] }, { "pk": 29413, "title": "Intentionality Effects on Event Boundaries", "subtitle": null, "abstract": "Theories of event cognition have hypothesized that the\nboundaries of events are characterized by change, including a\nchange in the agent’s goal, but the role of higher-order goal\ninformation on the placement of event boundaries has not been\naddressed experimentally. We tested whether goals can affect\nhow viewers determine event boundaries. Participants read a\ncontext sentence stating an agent’s goal (e.g., “Jesse wants to\neat the orange with her breakfast” vs. “Jesse wants to use the\norange as a garnish”). Participants then saw an image of an\nevent outcome (e.g., a partly peeled orange) and were asked to\nidentify whether the event had occurred (“Did she peel the\norange?”). Participants were more likely to respond Yes to a\npartly complete outcome if the outcome satisfied the agent’s\ngoal. Our results offer the first direct evidence in support of the\nconclusion that higher-order intentionality information affects\nthe way events are conceptualized.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "events" }, { "word": "ASPECT" }, { "word": "Telicity" }, { "word": "goals" }, { "word": "intentionality" }, { "word": "perfective" } ], "section": "Events, Actions, and Sequencing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sn1c6jz", "frozenauthors": [ { "first_name": "Ariel", "middle_name": "", "last_name": "Mathis", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29413/galley/19273/download/" } ] }, { "pk": 30159, "title": "Intentionality, speaker’s attitude and the processing of verbal irony", "subtitle": null, "abstract": "Does it take more or less time to read ironic sentences than toread literal equivalents? Though this question has beenextensively discussed in the literature, the results are mixed(seeeg. Filik & Moxey, 2010). The present work attempt to accountfor the differences in the literature by considering the variableeffect of anticipating the intentions of a speaker duringcomprehension of ironic utterances used to answer yes/noquestions, as well as the role of explicit cues regarding theattitude of a speaker. The results show that both of these factorsinteract and together modulate the interpretation of a sentenceas ironic or literal as well as the utterance’s reading times. Weinterpret the results are broadly in line with the predictionsmade by the echoic mention account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "irony comprehension; self-paced reading;experimental pragmatics" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/624931c2", "frozenauthors": [ { "first_name": "Camilo", "middle_name": "Rodríguez", "last_name": "Ronderos", "name_suffix": "", "institution": "Humboldt-Universität zu Berlin", "department": "" }, { "first_name": "Ira", "middle_name": "", "last_name": "Noveck", "name_suffix": "", "institution": "Université Paris", "department": "" }, { "first_name": "Jack", "middle_name": "", "last_name": "Tomlinson", "name_suffix": "", "institution": "Leibnitz-zentrum Allgemeine Sprachwissenschaft", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30159/galley/20013/download/" } ] }, { "pk": 30200, "title": "Intentionally forgotten food pictures are perceived less delicious.", "subtitle": null, "abstract": "Instruction to forget a memory after learning can lead to forgetting of the memory. This phenomenon is known as directedforgetting. Instruction to forget cause not only forgetting but also devaluation. Previous evidence demonstrated thatpleasantness of to-be-forgotten words and faces decreased relative to to-be-remembered items. Here, we examined whetherdevaluation by directed forgetting is generalized to food. In our experiment, participants learned pictures of foods andthen received instructions to forget or to remember them. Then, participants rated perceived deliciousness for half ofto-be-remembered pictures and half of to-be-forgotten pictures. Finally, participants took an old/new recognition test forremained pictures. The results showed successful directed forgetting: memory performance of to-be-forgotten pictureswas lower than that of to-be-remembered pictures. Additionally, a similar pattern was observed for deliciousness. Thus,instruction to forget induces devaluation as well as forgetting, suggesting that memory plays an important role in evaluatingthe deliciousness of food.", "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/3c77r9nv", "frozenauthors": [ { "first_name": "Masanori", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Yamagata University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30200/galley/20054/download/" } ] }, { "pk": 29727, "title": "Intention Inference in a Dynamic Multi-Goal Environment", "subtitle": null, "abstract": "Navigating the social world relies upon the human capacity for mentalizing, or attributing intentions to social agents.Unfortunately, currently available commercial robots still lack such awareness of human intentionality. Building uponrecently-proposed Bayesian models of Theory of Mind (ToM), we propose a ToM model that can handle intention inferencein dynamic, fast-changing environments like a hospital, where staff have to attend to objectives and emergencies as theyarise. Our model infers and maintains a distribution over possible intentions, and uses the posterior predictives to forecastfuture trajectories, which is essential for robot motion planning. We show that our model performs excellently at inferringthe intentions and trajectories of human players controlling a nurse agent in a simulated environment. This work lays thefoundation for robots that can co-work with humans in dynamic, social environments with high-stake goals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7kp818sh", "frozenauthors": [ { "first_name": "Desmond", "middle_name": "", "last_name": "Ong", "name_suffix": "", "institution": "National University of Singapore", "department": "" }, { "first_name": "Marie", "middle_name": "Therese", "last_name": "Quieta", "name_suffix": "", "institution": "Institute of High Performance Computing", "department": "" }, { "first_name": "Fernando", "middle_name": "", "last_name": "Basura", "name_suffix": "", "institution": "Institute of High Performance Computing", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29727/galley/19584/download/" } ] }, { "pk": 29669, "title": "Interactions Between Categorization and Intuitive Physics", "subtitle": null, "abstract": "Functioning in the world requires information about objects properties. People perceive object mass using perceptualcues when the material is observable. Here, we examine how people predict an objects motion when its material isunobservable, but predictable from cues learned via category learning. When given an ambiguous object, people tend topredict properties based on the propertys propensity in the most likely category. But, recent work has found that givenan ambiguous cue, people will integrate over categories (as rational agents should) in a variety of contexts. In our study,we investigate how uncertainty in categorization affects continuous judgments in the domain of intuitive physics. Weincorporate real materials (like wood and iron) into a category learning framework and test peoples judgments about thedistance a payload travels in two scenarios before and after category learning. Our results are equivocal, but suggest thatpeople do integrate in these scenarios.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5px8h232", "frozenauthors": [ { "first_name": "Anantha", "middle_name": "", "last_name": "Rao", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29669/galley/19526/download/" } ] }, { "pk": 29372, "title": "Interactions of length and overlapin the TRACE model of spoken word recognition", "subtitle": null, "abstract": "What determines degree of competition among phonologicallysimilar words? One proposal is that proportion of overlappredicts competition independently of word length. We arguethat proportion of overlap may provide descriptive adequacy,but does not provide an explanation. We show that TRACEcorrectly predicts patterns previously attributed to proportionof overlap. In additional simulations, with independentmanipulations of word length and proportion of overlap,proportion of overlap fails to predict the full pattern of results.We discuss how competition dynamics in TRACE modulatecompetition as word length and proportion of overlap change.These results have implications for theories of human spokenword recognition, and will motivate experiments to test thesenew TRACE predictions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spoken word recognition; computational models" } ], "section": "Modeling Language", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66h7513h", "frozenauthors": [ { "first_name": "James", "middle_name": "S.", "last_name": "Magnuson", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Elizabeth", "middle_name": "Schoen", "last_name": "Simmons", "name_suffix": "", "institution": "University of Connecticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29372/galley/19233/download/" } ] }, { "pk": 30007, "title": "Interaction with Context During Recurrent Neural Network Sentence Processing", "subtitle": null, "abstract": "Syntactic ambiguities in isolated sentences can lead to in-creased difficulty in incremental sentence processing, a phe-nomenon known as a garden-path effect. This difficulty, how-ever, can be alleviated for humans when they are presentedwith supporting discourse contexts. We tested whether re-current neural network (RNN) language models (LMs) couldlearn linguistic representations that are similarly influenced bydiscourse context. RNN LMs have been claimed to learn avariety of syntactic constructions. However, recent work hassuggested that pragmatically conditioned syntactic phenomenaare not acquired by RNNs. In comparing model behavior tohuman behavior, we show that our models can, in fact, learnpragmatic constraints that alleviate garden-path effects giventhe correct training and testing conditions. This suggests thatsome aspects of linguistically relevant pragmatic knowledgecan be learned from distributional information alone.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "garden path; neural networks; pragmatics; dis-course" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hf2s5rw", "frozenauthors": [ { "first_name": "Forrest", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Marten", "middle_name": "", "last_name": "van Schijndel", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30007/galley/19861/download/" } ] }, { "pk": 30126, "title": "Interleaving facilitates the rapid formation of distributed representations", "subtitle": null, "abstract": "Distributed representations, in which information is encodedin overlapping populations of neuronal units, are essential tothe remarkable success of artificial neural networks (ANNs) inmany domains, and have been posited to be employed through-out the brain, especially in neocortex. A fundamental signatureof ANNs employing distributed representations is that learningrequires exposure to information in an interleaved order; expo-sure to new information in a blocked order tends to overwriteprior knowledge (i.e., ’catastrophic interference’). Because itis difficult to match human learning to the learning conditionsof these networks, it is not known whether human learning ex-hibits these properties, which, if true, would implicate use ofsimilar representations. To test this, we leveraged a recent pro-posal that parts of the hippocampus host distributed represen-tations of the kind typically ascribed to neocortex, and adopteda hippocampally dependent task that contrasts the effects of in-terleaved versus blocked learning on a short timescale. Exper-iments 1a and 1b demonstrate that interleaved exposure facili-tates the rapid perception of shared structure across items. Ex-periment 2 shows that only interleaved exposure permits use-ful inference when item associations need to be inferred basedon statistical regularities. Together, these results demonstratethe power of interleaved learning and implicate the use of dis-tributed representations in human rapid learning of structuredinformation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "associative inference; catastrophic interference;hippocampus; neural network models" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10q7g2cm", "frozenauthors": [ { "first_name": "Zhenglong", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Marlie", "middle_name": "", "last_name": "Tandoc", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Dhairyya", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Schapiro", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30126/galley/19980/download/" } ] }, { "pk": 29982, "title": "Interpersonal physiological linkage is related to excitement during a joint task", "subtitle": null, "abstract": "Interpersonal physiological linkage has been shown to play important roles in social activities. Studies have shown thatpeople tend to share heart rate (HR) dynamics through a joint collaborative task. In this study, we investigated whethershared HR dynamics (i.e., HR synchrony) would correlate with excitement during a joint task. Two participants played acollaborative block-stacking game (Jenga), alternating their roles as player and adviser, while their HRs being recorded.The participants evaluated their own excitement for each turn. Additional bystanders watched their playing to evaluatethe players excitement. The results showed that the players excitement increased with individual HR but also with HRsynchrony. HR synchrony also affected the evaluation of players excitement by the bystanders. These results suggestthat physiological linkage between cooperating individuals is related to the evaluation of excitement not only by playerthemselves but also by bystanders.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41q8z1fw", "frozenauthors": [ { "first_name": "Aiko", "middle_name": "", "last_name": "Murata", "name_suffix": "", "institution": "Nippon Telegraph and Telephone Corporation", "department": "" }, { "first_name": "Shiro", "middle_name": "", "last_name": "Kumano", "name_suffix": "", "institution": "Nippon Telegraph and Telephone Corporation", "department": "" }, { "first_name": "Junji", "middle_name": "", "last_name": "Watanabe", "name_suffix": "", "institution": "NTT Communication Science Laboratories", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29982/galley/19836/download/" } ] }, { "pk": 29752, "title": "Intuitive Signaling Through an ”Imagined We’”", "subtitle": null, "abstract": "Communication is highly overloaded. Despite this, even young children are good at leveraging context to understandambiguous signals. We propose a computational shared agency account of signaling that we call the Imagined We (IW)framework. We leverage Bayesian Theory of Mind to provide mechanisms for rational action planning and inverse actioninterpretation. In order to expand this framework for communication, we first treat signals as rational actions. We thenincorporate our rich understanding of intuitive utilities to constrain the scope of affordable actions. Finally, we treatcommunication as a cooperative act, subject to constraints of maximizing a shared utility. We implement this modelin two completely different behavioral psychology works to demonstrate the generality of the IW under different typesof uncertainty in cooperative communication. Additionally, we demonstrate that the IW outperforms multiple baselinemodels in a novel task across a series of simulation conditions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4t878853", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Stacy", "name_suffix": "", "institution": "University of California - Los Angeles", "department": "" }, { "first_name": "Qingyi", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of California - Los Angeles", "department": "" }, { "first_name": "Minglu", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of California - Los Angeles", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tao", "middle_name": "", "last_name": "Gao", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29752/galley/19607/download/" } ] }, { "pk": 29702, "title": "Intuitive theories of persuasion shape engagement in discussion of polarizingtopics", "subtitle": null, "abstract": "Misinformation promoting scientific misconceptions can spread rapidly in ways it once couldn’t, and discussions of thistrend now appear to shape nearly all discourse about polarizing topics (e.g., politics, science denial). What effects mightthis recent trend have on peoples intuitive theories of how others learn and assimilate new evidence? Furthermore, howdo these theories shape engagement in discussion of polarizing issues? To shed light on these questions, we conducteda series of exploratory studies (Experiments = 4; N = 1176) which demonstrate two key results. First, people do notthink that misinformation is more likely to influence people’s beliefs than accurate statistical information, contrary to ourpredictions. Second, and importantly, we found that the more likely someone is to say information (whether accurateor inaccurate) can change other peoples beliefs, the more likely they are to debate important social issues in an effort tocorrect their misconceptions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4m38g8rt", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Priniski", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29702/galley/19559/download/" } ] }, { "pk": 29549, "title": "Inverse Rendering Best Explains Face Perception Under Extreme Illuminations", "subtitle": null, "abstract": "Humans can successfully interpret images even when they have been distorted by significant image transformations. Suchimages could aid in differentiating proposed computational architectures for perception because while all proposals predictsimilar results for typical stimuli (good performance), they differ when confronting atypical stimuli. Here we study twoclasses of degraded stimuli – Mooney faces and silhouettes of faces – as well as typical faces, in humans and severalcomputational models, with the goal of identifying divergent predictions among the models, evaluating against humanjudgments, and ultimately informing models of human perception. We find that our top-down inverse rendering modelbetter matches human percepts than either an invariance-based account implemented in a deep neural network, or a neuralnetwork trained to perform approximate inverse rendering in a feedforward circuit.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jv5t06f", "frozenauthors": [ { "first_name": "Bernhard", "middle_name": "", "last_name": "Egger", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Siegel", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Riya", "middle_name": "", "last_name": "Arora", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Amir", "middle_name": "", "last_name": "Soltani", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Ilker", "middle_name": "", "last_name": "Yildirim", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29549/galley/19409/download/" } ] }, { "pk": 29801, "title": "Investigating Simple Object Representations in Model-Free Deep ReinforcementLearning", "subtitle": null, "abstract": "We explore the benefits of augmenting state-of-the-art model-free deep reinforcement learning with simple object representa-tions. Following the Frostbite challenge posited by Lake et al.(2017), we identify object representations as a critical cognitivecapacity lacking from current reinforcement learning agents.We discover that providing the Rainbow model (Hessel et al.,2018) with simple, feature-engineered object representationssubstantially boosts its performance on the Frostbite game fromAtari 2600. We then analyze the relative contributions of therepresentations of different types of objects, identify environ-ment states where these representations are most impactful, andexamine how these representations aid in generalizing to novelsituations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "deep reinforcement learning; object representa-tions; model-free reinforcement learning; DQN." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36c0g2mz", "frozenauthors": [ { "first_name": "Guy", "middle_name": "", "last_name": "Davidson", "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": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29801/galley/19655/download/" } ] }, { "pk": 29836, "title": "Investigating the Behavior of Malicious Actors Through the Game of Mafia", "subtitle": null, "abstract": "In deception games, deceivers must find ways to draw in unknowing bystanders, and bystanders must develop strategiesfor detecting falsehoods. What are the strategies that people use in these roles, and can computer systems also detect thesebehaviors? We address this question through text-based games of Mafia, wherein players are assigned to deceptive roles(mafia) or roles incentivizing detecting deception (bystanders). We find that participants adopt sophisticated role-basedstrategies, wherein the mafia, who are outnumbered but know the identities of all players, act carefully to secure the votesof the bystanders by speaking more even as verbose speakers tended to be eliminated. These role-based behaviors weredistinct enough that a computational classifier could distinguish between mafia and bystanders with 70.3% accuracy andoutperform human players. Understanding the systematic features defining honest and deceptive players advances ourability to automatically detect online deceit and grasp group dynamics in real-world collaboration.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5gp4z0n6", "frozenauthors": [ { "first_name": "Samee", "middle_name": "", "last_name": "Ibraheem", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Vael", "middle_name": "", "last_name": "Gates", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "DeNero", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29836/galley/19690/download/" } ] }, { "pk": 29656, "title": "Investigating the Benefits of Pre-Questions on Lecture-Based Learning", "subtitle": null, "abstract": "Prior laboratory research has shown the positive benefits of answering pre-questions on learning. Specifically, pre-questions have been shown to increase learning from subsequent pre-questioned material presented either in a readingor in a lecture format compared to a non-pre-questioned group. However, it is not yet clear whether these learning bene-fits translate into larger lecture-based classrooms and whether they can facilitate transfer to non-pre-questioned material.Moreover, there are few classroom studies, utilizing pre-questions, that explore these effects. We investigated the effectof pre-questions on learning during a large lecture course. Students who received pre-questions performed better on endof lecture quiz questions compared to students who did not receive pre-questions. Consistent with prior laboratory andclassroom studies, this effect was primarily for the pre-questioned information and there was no immediate effect onnon-pre-questioned information. We discuss the implications of the results for theories of learning and applications toeducation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6wt8g24x", "frozenauthors": [ { "first_name": "Quentin", "middle_name": "", "last_name": "King-Shepard", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Kelly", "middle_name": "", "last_name": "Boden", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Adelman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Nokes-Malach", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Shana", "middle_name": "", "last_name": "Carpenter", "name_suffix": "", "institution": "Iowa State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29656/galley/19513/download/" } ] }, { "pk": 29741, "title": "Investigating the effects of transcranial Direct Current Stimulation (tDCS) onFace Recognition skills as indexed by the Composite Face Effect.", "subtitle": null, "abstract": "In this study we show that a particular form of neuro-stimulation can affect face recognition skills impairing participantsperformance on a face recognition task without affecting the composite face effect. Using a Face-Matching task (n=48)traditionally used to study the composite face effect (better recognition of the top half of an upright face when in compositewith a congruent vs and incongruent bottom half) we confirm that anodal transcranial Direct Current Stimulation (tDCS;double-blind and between subjects study) delivered over the left DLPFC at Fp3 (10 mins at 1.5mA) affects overall facerecognition performance for upright faces. But no effect of the tDCS was found on the composite face effect itself. Weinterpret our results in the light of previous literature on the tDCS effects on perceptual learning and face recognition,suggesting that different mechanisms are involved in the face inversion effect and the composite face effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8k621721", "frozenauthors": [ { "first_name": "Emika", "middle_name": "", "last_name": "Waguri", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "R.P.", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "IPL", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Ciro", "middle_name": "", "last_name": "Civile", "name_suffix": "", "institution": "University of Exeter", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29741/galley/19597/download/" } ] }, { "pk": 29736, "title": "Investigating the impact of social and biological cues in children’s perception ofhumanoid robots", "subtitle": null, "abstract": "Imitation plays a key role in learning cultural knowledge. Young children imitate human models as well as humanoidrobots, even when their actions are clearly non-functional to achieve a given goal. This so-called overimitation is possiblymotivated by the desire to socially affiliate. This study clarifies the impact of social cues (greeting, eyes, friendly voice)and smooth, dynamic body motion of humanoid robots on rates of overimitation. In one condition, we remove all socialcues. In another condition, we change the dynamics of robot movement to be less biological. Overimitation rates will becompared across all three conditions (social & biological, non-social & biological, non-social & non-biological) to learnmore about important model characteristics that support cultural learning. Children aged 5-6 participated in this study. Wediscuss results and implications for using humanoid robots in interactive settings with children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86q2f410", "frozenauthors": [ { "first_name": "Jaemarie", "middle_name": "", "last_name": "Solyst", "name_suffix": "", "institution": "Heidelberg University", "department": "" }, { "first_name": "Sabina", "middle_name": "", "last_name": "Pauen", "name_suffix": "", "institution": "Heidelberg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29736/galley/19592/download/" } ] }, { "pk": 30083, "title": "Investigating the role of student achievement goals in conceptual physics learning", "subtitle": null, "abstract": "Helping students develop a conceptual understanding of physics is a critical goal of physics education. To better understandconceptual learning in physics, we investigated individual differences in students achievement goals, and their relationto learning. Past work suggests that mastery-approach goals predict conceptual learning and transfer, whereas othergoals do not (Belenky & Nokes-Malach, 2013). However, little work has tested this prediction using different types ofphysics learning outcomes. In this study, students completed pre and post achievement goal surveys and received differenttypes of instruction, followed by an extensive learning assessment. As expected, we found that mastery-approach goalswere positively related to conceptual learning outcomes, whereas performance-approach goals were not. Unexpectedly,performance-avoidance goals, while not related to mastery-approach goals, were also predictive of conceptual learningunder some conditions. We discuss the implications of these results for theories of motivation and learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7qw6m6tt", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Diamond", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Nokes-Malach", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30083/galley/19937/download/" } ] }, { "pk": 29726, "title": "Investigating the Role of Verb Frequencyin Factive and Manner-of-speaking Islands", "subtitle": null, "abstract": "Frequency plays a central role in human cognition, and in lan-guage processing in particular. There is growing evidence thatacceptability judgements are shaped by the statistics of theinput. In this paper, we focus on a type of constraint opera-tive in long-distance dependencies (e.g. wh-questions, relativeclauses, topicalizations, etc.) which has been claimed to re-sult from verb subcategorization frequency effects. We takea closer look at this hypothesis, and conclude that it does notaccount for the sentence acceptability contrasts. Rather, theevidence we find suggests that the acceptability of these depen-dencies hinges on clause-level semantic-pragmatic factors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Frequency effects; Sentence processing; Sentenceacceptability; Long-distance dependencies; Neural modelling" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mg6k1sq", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "N.", "last_name": "Richter", "name_suffix": "", "institution": "University at Buffalo", "department": "" }, { "first_name": "Rui", "middle_name": "P.", "last_name": "Chaves", "name_suffix": "", "institution": "University at Buffalo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29726/galley/19583/download/" } ] }, { "pk": 30030, "title": "Investigating the Structure of Emotion Concepts: Evidence from PropertyGeneration", "subtitle": null, "abstract": "Although work on conceptual knowledge has recently begun addressing the nature of abstract semantic representations,relatively little remains known about the structure of our knowledge of emotion concepts, an important subset of abstractconcepts. Property generationa common paradigm used to elaborate the featural representations of concepts that arecomponents of many models of semantic memoryhas been used extensively with concrete nouns, but in a limited numberof studies investigating abstract concepts. No prior work, to our knowledge, has systematically investigated the process ofproperty generation specifically for emotion concepts. In the present study, participants performed a property generationtask in which they listed features of emotion concepts and a matching number of concrete and abstract, non-emotionconcepts. Our results are interpreted with an emphasis on the distinction between emotion concepts and other abstractconcepts, which differ in the distribution of features generated.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6k991144", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Evangelia", "middle_name": "G.", "last_name": "Chrysikou", "name_suffix": "", "institution": "Drexel University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30030/galley/19884/download/" } ] }, { "pk": 30065, "title": "Investigation of Attentional Decay: Implications for Instruction", "subtitle": null, "abstract": "Given that attention is a limited capacity resource we are onlyable to selectively attend to a small subset of information atany one time. Endogenously regulating attention during aninstructional activity is effortful and can be challenging forchildren as well as adults. Although improvements inattention regulation have been documented with age, less isknown about the duration of time individuals are able toselectively sustain attention during instruction, due in part tomethodological limitations. The present study leverages eye-tracking technology to provide an objective examination ofattentional decay during a lecture. Adult participants (N=96)watched a geography screencast lecture while a mobile eye-tracker was utilized to measure changes in attention over thecourse of the lecture. Results indicate that attention declinesover time and reductions in attention occur before Minute 15.Implications for instruction are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Attention; Attentional decay" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/22x9g5g2", "frozenauthors": [ { "first_name": "Karrie", "middle_name": "E.", "last_name": "Godwin", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Freya", "middle_name": "", "last_name": "Kaur", "name_suffix": "", "institution": "Kent State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30065/galley/19919/download/" } ] }, { "pk": 29551, "title": "iSome Determinants of Chunk Size in Sequential Behavior:Individual Differences in the Transcription of Alphanumeric Strings", "subtitle": null, "abstract": "Studies have shown that temporal chunk measures in transcrip-tion tasks can be used to assess competence in various domains.However, in other tasks, chunking strategies and thus perfor-mance differences can be highly variable across participants.If such individual differences are also large in transcriptiontasks this would undermine the use of chunk-based competencemeasures. Using four stimuli with fixed spatial structures thisexperiment demonstrates that there is good consistency inchunking strategy across 52 participants in two types of tran-scription tasks. The experiment spans 16,000 data points.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "chunking; individual differences; sequential be-havior; transcription; competence measurement." } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0b0624gr", "frozenauthors": [ { "first_name": "Peter", "middle_name": "C-H.", "last_name": "Cheng", "name_suffix": "", "institution": "University of Sussex", "department": "" }, { "first_name": "Noorah", "middle_name": "", "last_name": "Albehaijan", "name_suffix": "", "institution": "Imam Abdulrahman Bin Faisal University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29551/galley/19411/download/" } ] }, { "pk": 29597, "title": "Is probability utility correlation really correlation?An individual-level analysis of risk-reward heuristics", "subtitle": null, "abstract": "Utility and probability have been considered independentconstructs for decision making under uncertainty. However,many studies have suggested that people assume there is acorrelation between probability and utility. Some studies havedemonstrated that people appear to estimate the utility ofevents depending on their probabilities, and other studiesrecently indicated the existence of “risk-reward heuristics” thatassume a negative correlation between probability and utilityin the real world when inferring winning probabilities frompayoffs during decisions made under uncertainty. This studyaimed to explore the relationship between probability andutility by requiring participants to estimate both probabilitiesfrom payoffs and payoffs from probabilities under a gain orloss situation. The results indicated that when estimating valuesof payoffs from probabilities, participants’ judgments showedclear negative correlations between probability and utility bothin the gain and loss condition. However, when estimatingprobabilities from payoffs, this negative correlation betweenutility and probability was found only in a gain situation. Theseresults support the existence of risk-reward heuristics, and atthe same time, suggest a possibility that people have differentintuitions for the probability-utility relationship between thegain and loss domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "probability. utility" }, { "word": "risk-reward heuristics" }, { "word": "individual-level analysis" }, { "word": "loss domain" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61m03858", "frozenauthors": [ { "first_name": "Kuninori", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "Seijo University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29597/galley/19456/download/" } ] }, { "pk": 29462, "title": "Is Segmental Interference Position-dependent?", "subtitle": null, "abstract": "The paper investigates the existence of position-independent\nsegments in written and typed word production. In two\nexperiments, we employed the segmental interference effect to\nfirst replicate past findings that naming a picture is more\ndifficult in the context of another picture with which it shares\nsegments in the same position (e.g., glow-flow) compared to\nan unrelated word (e.g., glow-cave). We then tested a new\ncondition, in which the same target word is paired with an\nanagram of the original competitor (glow-wolf). Critically, the\nanagram shared the same number of segments with the target\nword, but never in the same position. Both experiments found\nrobust interference for targets produced in the context of\nanagrams, with a magnitude comparable to the interference\ninduced by the position-overlapping word. The results suggest\nthat not only are position-independent segments represented in\nthe production system, but they also play a critical role in\nactivating segmentally related words and creating competition\nduring word production.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word production; segmental encoding; positional\nframe; segmental interference" } ], "section": "Reading and Processing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7q1666s6", "frozenauthors": [ { "first_name": "William", "middle_name": "", "last_name": "Harrison", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Christopher", "middle_name": "R.", "last_name": "Hepner", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29462/galley/19322/download/" } ] }, { "pk": 29535, "title": "Is She a Good Teacher? Children Learn to use Meaningful Gesture as a Marker of aGood Informant", "subtitle": null, "abstract": "To learn from others, children rely on cues (e.g., familiarity) toinfer who will provide useful information. We extend thisresearch to ask whether children will use an informant’sinclination to gesture as a marker of whether they are a goodperson to learn from. Children (N=459, ages 4-12 years)watched videos in which actresses made statementsaccompanied by meaningful iconic gestures, beat gestures, orno gestures. After each trial, children were asked “Who do youthink would be a good teacher?” (good teacher- experimentalcondition) or “Who do you think would be a good friend?”(good friend-control condition). Results show children dobelieve that someone who produces iconic gesture would makea good teacher over someone who does not, but this is only laterin childhood and only if a child has the propensity to seegesture as meaningful. The same effects were not found in thegood-friend condition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gesture; learning; informants" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58w178g4", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "M.", "last_name": "Wakefield", "name_suffix": "", "institution": "Loyola University Chicago", "department": "" }, { "first_name": "Eliza", "middle_name": "L.", "last_name": "Congdon", "name_suffix": "", "institution": "Williams College", "department": "" }, { "first_name": "Miriam", "middle_name": "A.", "last_name": "Novack", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lauren", "middle_name": "H.", "last_name": "Howard", "name_suffix": "", "institution": "Franklin & Marshall College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29535/galley/19395/download/" } ] }, { "pk": 29560, "title": "Is there a spatial Dunning-Kruger effect? And how is it influences by gender?", "subtitle": null, "abstract": "Performance on spatial tests is not only a matter ability; it is also influenced by peoples confidence and belief of ability.Although we know that training can improve spatial performance, we know relatively little about the influences of beliefsand expectations on the efficacy of training. Here we investigated men and womens performance on a mental rotationtask and their prediction of their performance. We also examined whether providing information about different strate-gies influenced performance. The results demonstrate a spatial Dunning-Kruger effect; both men and women consistentlyoverestimated their performance. Womens estimates were lower than mens estimates were. Importantly, training influ-enced men and womens predictions of their performance in opposite directions; training increased mens confidence (butnot their performance), whereas training decreased womens confidence (but not their performance). The results suggestthat expectations and beliefs about spatial performance need to be considered when explaining training effects and sexdifferences", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84p5490b", "frozenauthors": [ { "first_name": "Jose", "middle_name": "", "last_name": "Sotelo", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29560/galley/19420/download/" } ] }, { "pk": 30204, "title": "Is the structure of the belief in conspiracy theory equivalent across cultures?", "subtitle": null, "abstract": "In the literature, scholars often postulate a uni-dimensional structure of beliefs in conspiracy theory except for the GenericConspiracist Belief scale (GCB, Brotherton et al., 2013) which posits a five-factor structure of the belief. On the otherhand, a recent study extending the GCB to non-Western population proposed a two-factor structure which dissociatesextraterrestrial conspiracy from other beliefs and suggested that the belief structure might not be equivalent across Westernand non-Western population. In this study, 616 participants from two cloud-sourcing pools (309 Westerners / 307 Japanese) answered to questionnaires including GCB. A multi-group confirmatory factor analysis confirmed the validity of two-factor structure across two pools, however only partial metric invariance has been achieved. Results suggests that overallstructure of conspiracy belief is similar across cultures, however several aspects of beliefs might not be equivalent.", "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/9308b7g2", "frozenauthors": [ { "first_name": "Yoshimasa", "middle_name": "", "last_name": "Majima", "name_suffix": "", "institution": "Hokusei Gakuen University", "department": "" }, { "first_name": "Hiroko", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "Aichi Shukutoku University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30204/galley/20058/download/" } ] }, { "pk": 29776, "title": "Is time travel possible? Childrens intuitive theories about the nature of time", "subtitle": null, "abstract": "Humans form and revise theories about the world throughout the lifespan. While intuitive theories of the physical andbiological world have been explored, the domain of time is understudied. We explored childrens theories about time byasking 4- to 6-year-olds (n = 38) and adults about the reality or possibility of temporal phenomena. We also asked them torate their confidence in their answers. All children agreed that clocks and aging are real. However, judgements about timetravel, getting younger, seeing the future, and the past and future themselves, changed. While 6-year-olds gave adult-likeresponses to most questions, 5-year-olds were less sure. Unlike older children, 4-year-olds said seeing the future and timetravel are possible, but the past is not real. These results suggest that children converge on adultlike theories about timebetween 4 and 6 years of age. Future work will explore factors driving the formation of these theories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8dx6x6nf", "frozenauthors": [ { "first_name": "Cole", "middle_name": "", "last_name": "Dougherty", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Daly", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" }, { "first_name": "Jacqueline", "middle_name": "", "last_name": "Woolley PhD", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" }, { "first_name": "Katharine", "middle_name": "", "last_name": "Tillman", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29776/galley/19630/download/" } ] }, { "pk": 29771, "title": "Item Distinctiveness is More Critical than Item Context in a Cross-SituationalWord Learning Paradigm", "subtitle": null, "abstract": "Tests of cross-situational word learning use a range of stimuli. How does the distinctiveness of a stimulus affect participantsability to learn its label? In two experiments, participants were presented with pairs of unfamiliar images accompanied bytwo pseudoword labels. The images were either two visually similar robots or two visually dissimilar novel objects. Bydesign, the mapping of label to image was purposefully unclear, and we further manipulated which images were displayedwith one another across trials (i.e., their presentation context). In one condition, pairs of images were randomly determined,while in the other, sets of images consistently appeared with one another throughout training. At test, participants weregiven one label and instructed to match it to one of four possible images. Participants who had been exposed to the visuallydissimilar objects outperformed those who had been exposed to the visually similar robots, regardless of presentationcontext.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2bv8h2hq", "frozenauthors": [ { "first_name": "Kendra", "middle_name": "", "last_name": "Lange", "name_suffix": "", "institution": "University Park", "department": "" }, { "first_name": "Elisabeth", "middle_name": "", "last_name": "Karuza", "name_suffix": "", "institution": "University Park", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29771/galley/19625/download/" } ] }, { "pk": 29905, "title": "Jargon Jinx: An Early Bias Toward Opaque Explanations", "subtitle": null, "abstract": "As adults we understand that effective teachers cannot rely solely on expertise (content knowledge) in a domain, but thatteachers must also be able to efficiently communicate that knowledge to students (pedagogical skill). In three studies,we demonstrate how children fail to appropriately integrate their intuitions of expertise (Study 1) with those of under-standability (Study 2) to make coherent judgments of teacher quality (Study 3). In the context of repairing an unfamiliarmechanism, adults and children recognize that teachers should provide relevant causal information. However, children (6-and 7-year-olds and 8- and 9-year-olds) fail to acknowledge that, while jargon may indicate expertise, it is inaccessible toa student with no prior knowledge. Our data suggests that children as old as 9 years have immature conceptions of whatconstitutes great teaching. Childrens misconceptions of what characterizes good pedagogy raise questions about studentsattentional allocation in educational contexts and subsequent learning gains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fk9t253", "frozenauthors": [ { "first_name": "Amanda", "middle_name": "", "last_name": "McCarthy", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29905/galley/19759/download/" } ] }, { "pk": 29664, "title": "Joint Acquisition of Path and Manner Action Description", "subtitle": null, "abstract": "The present study examines language patterns in theformation of common ground in collaborative action tasks.Based on the classic Clark and Wilkes-Gibbs’ (1986)paradigm for object descriptions, we examined dialoguebetween pairs of participants as they work cooperatively tomaneuver a remote control car following both manner andpath instructions. Overall, we replicated Clark andWilkes-Gibbs’ (1986) results in the domain of action in thedecline of word count, verb phrases, turn taking, and numberof errors committed, with diminishing returns after one trial.However, we also document specific language reductions inpath related actions, but not in manner related actions. Wesuggest that path actions particularly depend on compositionaldescriptors of the environment, consistent with thecontemporary conceptualization of action (Barsalou, 2009).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "common ground; action description" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hh8338r", "frozenauthors": [ { "first_name": "Claire", "middle_name": "S.", "last_name": "Shah", "name_suffix": "", "institution": "Wright State University", "department": "" }, { "first_name": "Valerie", "middle_name": "L.", "last_name": "Shalin", "name_suffix": "", "institution": "Wright State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29664/galley/19521/download/" } ] }, { "pk": 29395, "title": "Joint action planning: co-actors minimize the aggregate individual costs of actions", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Judgement and Decision Making", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0ss9m5fx", "frozenauthors": [ { "first_name": "Georgina", "middle_name": "", "last_name": "Török", "name_suffix": "", "institution": "Central European University, Nádor", "department": "" }, { "first_name": "Oana", "middle_name": "", "last_name": "Stanciu", "name_suffix": "", "institution": "Central European University, Nádor", "department": "" }, { "first_name": "Natalie", "middle_name": "", "last_name": "Sebanz", "name_suffix": "", "institution": "Central European University, Nádor", "department": "" }, { "first_name": "Gergely", "middle_name": "", "last_name": "Csibra", "name_suffix": "", "institution": "Central European University, Nádor ; University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [] }, { "pk": 30188, "title": "Jointly learning motion verbs and frame semantics from natural language andgrounded scenes", "subtitle": null, "abstract": "We propose a computational model of verb learning implemented as a probabilistic compositional semantic parser, thatjointly learns individual verb meanings and overarching associations between syntactic verb frames and compositionalsemantic predicates from distant supervision on grounded natural language data. In tandem, we present a new corpus fortraining and evaluating grounded language learning models, containing natural language descriptions of scenes generatedin a rich environment that simulates realistic interactions between animate agents and physical objects. We demonstratehow the model can acquire interpretable correspondences between syntactic frames by incrementally parsing individ-ual sentences, evaluating candidate verb meanings on grounded scenes, and investigate how the models acquired framesemantics priors generalize to support efficient inferences about the meanings of novel verbs on a few shot learning task.", "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/95s1b5v1", "frozenauthors": [ { "first_name": "Jon", "middle_name": "", "last_name": "Gauthier", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Jiayuan", "middle_name": "", "last_name": "Mao", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tianmin", "middle_name": "", "last_name": "Shu", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Levy", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30188/galley/20042/download/" } ] }, { "pk": 30170, "title": "Keep Calm and Learn the Language: Do Multilinguals Have Lower Intolerance ofUncertainty than Monolinguals?", "subtitle": null, "abstract": "This paper presents the results of an observational study on therelationship between multilingualism and lower Intolerance ofUncertainty (IoU). A group of over two hundred multilingualand monolingual individuals filled in an online survey that con-tained items about one’s language profile, cross-cultural expe-rience, and the Intolerance of Uncertainty Scale-12 (IUS-12)– a psychometrically-sound instrument to assess one’s vulner-ability towards uncertain situations on an emotional, behav-ioral and cognitive level. We ask whether highly multilingualpeople are less likely to fear unknowns as a result of their ex-posure to linguistic and/or cultural uncertainty while learningforeign languages and/or staying abroad. The results show thatan advanced knowledge of multiple languages and longer staysabroad correlate with lower aversion towards uncertain situa-tions, thus, lower scores on the IUS-12. The study opens upnew avenues for further investigation into how multilingual-ism and multiculturalism shape one’s cognition and might havepositive effects on mental well-being.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multilingualism; multiculturalism; intolerance ofuncertainty; cognition; well-being" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58z8r3wk", "frozenauthors": [ { "first_name": "Julija", "middle_name": "", "last_name": "Vaitonyt ̇", "name_suffix": "", "institution": "Tilburg University,", "department": "" }, { "first_name": "Ozge ̈", "middle_name": "", "last_name": "Ozt ̈urk", "name_suffix": "", "institution": "University of Sheffield", "department": "" }, { "first_name": "Lisa-Maria", "middle_name": "", "last_name": "M ̈uller", "name_suffix": "", "institution": "Chartered College of Teaching", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30170/galley/20024/download/" } ] }, { "pk": 30050, "title": "Knowing when to quit:Children consider access to solutions when deciding whether to persist", "subtitle": null, "abstract": "Although persistence is essential to overcoming challenges andmaking new discoveries, continued effort can be costly. Evenvery young learners must make decisions about when to investeffort and when to abandon a task. In the current study, weexplore whether children’s decisions about when to exert effortare influenced by the information they stand to gain in aparticular learning situation. That is, we examine whetherproviding children with solutions after they attempt tocomplete a challenging task reduces their persistence. Sixty 4-and 5-year-old children completed a series of iSpy puzzles andthen attempted to activate a novel toy. Children were eitherpresented with the solutions after attempting each task or givenno information about the answers. Our results demonstrate thatchildren persisted longer at attempting to activate a novel toywhen their effort was more likely to be the only source ofinformation: children who expected to be provided with thesolution gave up faster than those who did not. We discuss theimplications of these findings on children’s rational decisionsabout when effort is worthwhile, and consider how providinganswers might impact motivation and curiosity more broadly.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "persistence" }, { "word": "Exploration" }, { "word": "information gain" }, { "word": "answers" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/38r6b4hv", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Rett", "name_suffix": "", "institution": "University of California, San Diego", "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": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30050/galley/19904/download/" } ] }, { "pk": 29392, "title": "Knowledge Representations in Health Judgments", "subtitle": null, "abstract": "In the present paper, we introduce a novel computationalapproach for uncovering mental representations underlyinghealthiness judgments for food items. Using semantic vec-tor representations derived from large-scale natural languagedata, we quantify the complex representations that people holdabout foods, and use these representations to predict how bothlay decision makers and experts (trained dietitians) judge thehealthiness of food items. We also successfully predict theimpact of behavioral interventions (e.g. the provision of nutri-ent content information or “traffic-light labels”) on healthinessjudgments for food items. Our models are highly general, andare capable of making predictions for nearly any food item.Finally, these models outperform competing models based onfactual nutritional content, suggesting that health judgmentsdepend more on complex (semantic) knowledge representa-tions than on quantified nutritional information. The results inthis paper illustrate how methods from cognitive science andcomputational linguistics can be combined with existing theo-ries in psychology, to better predict, understand, and influencehealth behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "judgment; knowledge representations; vector se-mantics; behavioral interventions; computational models" } ], "section": "Judgement and Decision Making", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/73q5r2g9", "frozenauthors": [ { "first_name": "Natasha", "middle_name": "", "last_name": "Gandhi", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Wanling", "middle_name": "", "last_name": "Zou", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Caroline", "middle_name": "", "last_name": "Meyer", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Lukasz", "middle_name": "", "last_name": "Walasek", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29392/galley/19253/download/" } ] }, { "pk": 30211, "title": "Large-Scale Survey of Students Skills in Reading Math Definitions", "subtitle": null, "abstract": "Mathematical text reading seems to require a different type of literacy than others since it heavily introduces abstractconcepts and require strict logical and literal reading. In this paper, we focus on grades 611 (elementary through highschool) students skill in reading math definitions, but not problem solving. Our experiment showed that their skills inreading and understanding math definitions improves as long as math is obligatory (through the 10th grade) but reachesa plateau very quickly after that. However, teaching a math definition and using it to solve exercise problems in theclassroom do not seem to improve students ability of reading that specific definition.", "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/5035047d", "frozenauthors": [ { "first_name": "Naoya", "middle_name": "", "last_name": "Todo", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Noriko", "middle_name": "H.", "last_name": "Arai", "name_suffix": "", "institution": "National Institute of Informatics, Hitotsubashi", "department": "" }, { "first_name": "Shingo", "middle_name": "", "last_name": "Sugawara", "name_suffix": "", "institution": "National Institute of Informatics, Hitotsubashi", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30211/galley/20065/download/" } ] }, { "pk": 29466, "title": "Learner dynamics in a model of wug inflection:Integrating frequency and phonology", "subtitle": null, "abstract": "A recent large-scale wug-task study found that non-nativespeakers of English tend to produce fewer regular past-tense-ed inflections than native speakers (Cuskley et al., 2015). Inthis paper we present a model that can account for this dif-ference in behaviour as resulting from a difference in inputamounts and distributions. This model attends to both fre-quency, using Bayesian non-parametric methods, and phono-logical similarity between words, using a neural model of wordforms, and unifies these factors within a single probabilisticframework. We show that the general pattern of over-use ofirregular inflections in non-native speakers can result simplyfrom exposure to a smaller amount of input and does not re-quire any model-internal distinction of native and non-nativespeakers. Our model also captures the interaction betweenclass frequency and phonological similarity that was evidentacross all participant productions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "inflectional morphology" }, { "word": "modelling" }, { "word": "learning" } ], "section": "Language and Uncertainty", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bx2227t", "frozenauthors": [ { "first_name": "Stella", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Cuskley", "name_suffix": "", "institution": "Newcastle University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29466/galley/19326/download/" } ] }, { "pk": 29889, "title": "Learners’ bias to balance production effort against message uncertainty is\nindependent of their native language", "subtitle": null, "abstract": "Miniature language learning is gaining increasing popularity to\nstudy biases underlying language universals. However, it is\nunclear whether learning preferences in these studies are\ninfluenced by learners’ native language. We ask whether a\npreviously identified bias to balance production effort against\nmessage uncertainty holds across speakers of structurally\ndifferent languages. We expose English (fixed order language\nwithout case) and German (flexible order language with case)\nspeakers to miniature languages with optional case and either\nfixed or flexible constituent order and study their deviations from\nthe input. We find that English and German speakers restructure\nthe input in the same way: They match the input constituent order\nproportions and use more case in the flexible order language than\nin the fixed order language, thus following the bias to balance\nproduction effort against message uncertainty. Our findings\nsuggest that this bias and its specific realization are independent\nof learners’ native language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language universals; miniature language learning;\nL1 influences; efficient information transmission; language\nevolution" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9427q0qq", "frozenauthors": [ { "first_name": "Lucy", "middle_name": "Hall", "last_name": "Hartley", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Masha", "middle_name": "", "last_name": "Fedzechkina", "name_suffix": "", "institution": "University of Arizona", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29889/galley/19743/download/" } ] }, { "pk": 29871, "title": "Learners sacrifice robust communication as a result of a social bias", "subtitle": null, "abstract": "Languages are subject to many competing pressures, whichoriginate in individual-level learning and communication bi-ases and in social biases reflecting community-level dynamics.Recent work suggests that certain aspects of language struc-ture, such as the cross-linguistic trade-off between case andconstituent-order flexibility, originate in learners’ biases forefficient communication: Learners drop redundant case but re-tain informative case in production. Social biases can lead toretention of redundant case, resulting in systems that requiremore effort to produce. It is not clear, however, whether socialbiases can influence the use of informative cues. We tested thisby exposing participants to a language with uninformative con-stituent order and two dialects, only one of which employedcase. We manipulated the presence of social biases for andagainst the case dialect. Learners biased towards the no-casedialect dropped informative case without compensating for theresulting message uncertainty. Case was retained in all otherconditions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language change; learning biases; social biases;miniature artificial language; language acquisition; languageuniversals; language evolution" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2x32j5sx", "frozenauthors": [ { "first_name": "Masha", "middle_name": "", "last_name": "Fedzechkina", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Gareth", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29871/galley/19725/download/" } ] }, { "pk": 30043, "title": "Learning a Generative Model of Human Faces Through Inverse Rendering", "subtitle": null, "abstract": "Generative models in an inverse graphics framework are appealing models for visual perception. How might childrenacquire them? We present a computational procedure for learning generative models of human faces using developmen-tally plausible input. Our statistical model of shape and appearance initially uses the average face as a template with asimple Gaussian process model of deformations. We iteratively learn the statistical distribution of faces by performinganalysis-by-synthesis on a small number of images and combine the results to construct an improved generative model.Our analysis-by-synthesis framework combines a convolutional neural network for fast inference with a Markov chainMonte Carlo process for detailed refinement. This learning strategy quickly captures the variation of natural faces anddemonstrates an efficient way to learn the distribution of faces.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91k0t5pc", "frozenauthors": [ { "first_name": "Skylar", "middle_name": "", "last_name": "Sutherland", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Bernhard", "middle_name": "", "last_name": "Egger", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30043/galley/19897/download/" } ] }, { "pk": 30190, "title": "Learning Communication Policies for Knowledge Transfer between Agents", "subtitle": null, "abstract": "We present an agent model in the predictive coding framework that selectively communicates with other agents to predictthe state of its environment efficiently. Selective communication is a challenge when the internal models of other agentsare unknown and unobservable. Communication helps agents to transfer the knowledge they have acquired in differentsituations. Recognition of daily activities of individuals living in different homes served as a testbed for evaluating themodel. Two publicly-available datasets, collected from unique homes, are used. Behavioral patterns of individuals in thosehomes are also unique. Each home is assumed to be monitored by an agent. We experimentally show that the agents cantransfer knowledge by communicating the most informative messages. The messages are interpretable. The agents learnpatterns of daily activities for any individual, and communicate using a vocabulary of words. Our model is more accuratethan traditional transfer learning models for the same task.", "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/44k8439t", "frozenauthors": [ { "first_name": "Masoumeh", "middle_name": "Heidari", "last_name": "Kapourchali", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Bonny", "middle_name": "", "last_name": "Bannerjee", "name_suffix": "", "institution": "University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30190/galley/20044/download/" } ] }, { "pk": 30019, "title": "Learning from explanations", "subtitle": null, "abstract": "What do we learn from a causal explanation? Upon being told that The fire occurred because a lit match was dropped, welearn that both of these events occurred, and that there is a causal relationship between them. However, causal explanationsof the kind E because C typically disclose much more than what is explicitly stated. Here, we offer a communication-theoretic account of causal explanations and show specifically that explanations can provide information about the extentto which a cited cause is normal or abnormal, and about the causal structure of the situation.In Experiment 1, we demonstrate that people infer the normality of a cause from an explanation when they know theunderlying causal structure. In Experiment 2, we show that people infer the causal structure from an explanation ifthey know the normality of the cited cause. We find these patterns both for scenarios that manipulate the statistical andprescriptive normality of events.Finally, we consider how the communicative function of explanations, as highlighted in this series of experiments, mayhelp to elucidate the distinctive roles that normality and causal structure play in causal explanation. Link to pre-print:https://psyarxiv.com/x5mqc", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2t5579rq", "frozenauthors": [ { "first_name": "Lara", "middle_name": "", "last_name": "Kirfel", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Icard", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30019/galley/19873/download/" } ] }, { "pk": 29443, "title": "Learning from the acoustic signal:Error-driven learning of low-level acoustics discriminates vowel and consonantpairs", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "error-driven learning; discriminative learning; sta-tistical learning; Rescorla-Wagner model; speech acquisition;first language acquisition" } ], "section": "Speech and Phonetics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3mg9f67z", "frozenauthors": [ { "first_name": "Jessie", "middle_name": "S.", "last_name": "Nixon", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Fabian", "middle_name": "", "last_name": "Tomaschek", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29443/galley/19303/download/" } ] }, { "pk": 29753, "title": "Learning Generalizations and Exceptions: the Good, the Bad and theUnpredictable", "subtitle": null, "abstract": "How are exceptions to a generalization learned? 20 participants were exposed to a mini-artificial language in whicheach word (prefix + wordstem) was associated with a unique image. One of two prefixes generalized probabilistically:it appeared with 40 stems associated with faces and 8 exceptions, which were associated with scenes. The other prefixoccurred with 8 faces and 8 scenes. The prefixes and the image categories (faces vs. scenes) were counterbalanced acrossparticipants. Participants performed a 2 alternative-forced choice task on all items, with feedback, over 6 repeating blocks.Results show that image-word pairs that included the generalizable prefix were learned better than those which appearedwith the other prefix, despite having 48 items in the first class and 16 in the other (d = 1.28, d = 0.80, p = 0.023). Weinvestigate the neural representation of these words and how they change over the course of learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67r3p7s1", "frozenauthors": [ { "first_name": "Karina", "middle_name": "", "last_name": "Tachihara", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Adele", "middle_name": "", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Norman", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29753/galley/19608/download/" } ] }, { "pk": 29766, "title": "Learning Hidden Causal Structure from Temporal Data", "subtitle": null, "abstract": "Past research indicates that humans can infer hidden causesfrom covariational evidence, and readily use temporal informa-tion to infer relationships among events. Here we explore a set-ting in which people can attribute events to a common hiddencause or causal relationships among observed events, includingcausal cycles, purely on the basis of timing information. Wepresent data from three behavioral experiments and extend pre-viously proposed Bayesian models that makes use of order anddelay information for causal structure learning. Our findingssupport the idea that people rely on the delays between eventsrather than order information alone. Meanwhile, deviationsfrom our model predictions suggest that people have an induc-tive bias against common hidden causes and rely on heuristicsto distinguish between causal structures, such as event over-laps, at least with the cover story considered in these experi-ments. Further, our data suggest that people have particularlyflexible representations of cyclic relationships.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal; learning; temporal information; event cog-nition; Bayesian models; latent variables; particle filtering" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92t2s57g", "frozenauthors": [ { "first_name": "Simon", "middle_name": "", "last_name": "Valentin", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Neil", "middle_name": "R.", "last_name": "Bramley", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Christopher", "middle_name": "G.", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29766/galley/19620/download/" } ] }, { "pk": 29496, "title": "Learning in Social Environments with Curious Neural Agents", "subtitle": null, "abstract": "From an early age, humans are capable of learning about theirsocial environment, making predictions of how other agentswill operate and decisions about how they themselves will in-teract. In this work, we address the problem of formalizing thelearning principles underlying these abilities. We construct a cu-rious neural agent that can efficiently learn predictive models ofsocial environments that are rich with external agents inspiredby real-world animate behaviors such as peekaboo, chasing,and mimicry. Our curious neural agent consists of a controllerdriven by γ-Progress, a scalable and effective curiosity signal,and a disentangled world model that allocates separate networksfor interdependent components of the world. We show that ourdisentangled curiosity-driven agent achieves higher learning ef-ficiency and prediction performance than strong baselines. Cru-cially, we find that a preference for animate attention emergesnaturally in our model, and is a key driver of performance. Fi-nally we discuss future directions including applications of ourframework to modeling human behavior and designing earlyindicators for developmental variability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "world models; curiosity; social cognition" } ], "section": "Agend-based Models", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n36z63m", "frozenauthors": [ { "first_name": "Megumi", "middle_name": "", "last_name": "Sano", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Julian", "middle_name": "De", "last_name": "Freitas", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Haber", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Daniel", "middle_name": "L. K.", "last_name": "Yamins", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29496/galley/19356/download/" } ] }, { "pk": 29970, "title": "Learning sequential patterns from graphical programs", "subtitle": null, "abstract": "How do people learn complex rules? We introduce a novel paradigm called ”Track-A-Mole”, in which participants have tolearn about and predict the moves of a cartoon mole, whose movements are generated by graphical programs. Our resultsshow that participants can learn to predict richly structured programs, and often require only few observations to do so,showing rapid learning and early insights about the underlying patterns. Moreover, we found that how learnable a programis can be predicted by features related to its complexity and compressibility. Finally, participants also show interestingpatterns of generalizations, assuming more parsimonious rules first and then gradually adjusting their predictions to morecomplex regularities, as well as matching their predictions to the general direction of movements and producing sensi-ble errors. These results extend our understanding of complex rule learning and open up future opportunities to modelsequential pattern predictions as graphical program induction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0v08s6wh", "frozenauthors": [ { "first_name": "Anselm", "middle_name": "", "last_name": "Rothe", "name_suffix": "", "institution": "Max Planck Institute for Human Development, Berlin", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics, Tbingen", "department": "" }, { "first_name": "Mathias", "middle_name": "", "last_name": "Sabl-Meyer", "name_suffix": "", "institution": "Universit Paris-Saclay", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Azzurra", "middle_name": "", "last_name": "Ruggeri", "name_suffix": "", "institution": "Max Planck Institute for Human Development, Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29970/galley/19824/download/" } ] }, { "pk": 29943, "title": "Learning the internal structure of novel categories", "subtitle": null, "abstract": "How do we learn the internal feature co-occurrence structure of a new category? We constructed novel animal categoriesusing a network science framework in order to examine category structure learning. Two categories were defined bydistinct graph structures in which nodes corresponded to features (e.g., bushy tail, black fur) and edges captured within-category feature co-occurrences. The graphs contained isomorphic core structures, in which certain features occurred inall category exemplars. In a high-modularity graph, additional features formed clusters of co-occurring features, whereasin the low-modularity graph additional features were randomly distributed. Participants learned about these categories ina missing-feature task which probed different kinds of category structure knowledge. Though core structure was identicalacross categories, core structure was better learned in the high- relative to low-modularity category. This suggests thatlearning features of a new category is influenced by the global structure of the concept.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hq0t8k9", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Solomon", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Schapiro", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29943/galley/19797/download/" } ] }, { "pk": 29362, "title": "Learning to build physical structures better over time", "subtitle": null, "abstract": "Our ability to plan and build a wide array of physicalstructures, from sand castles to skyscrapers, is a definingfeature of modern human intelligence. What cognitive toolsenable us to create such complex and varied structures?Here we investigate how practice “reverse-engineering” a setof physical structures impacts the procedures that peoplesubsequently use to build those structures, as well as how wellthey build them over time. Participants (N=105) viewed 2Dsilhouettes of 8 unique block towers in a virtual environmentsimulating rigid-body physics, and aimed to reconstruct eachone in less than 60 seconds. We found that people learnto build each tower more accurately and quickly acrossrepeated attempts, and that these gains reflect both group-levelconvergence upon a smaller set of viable policies, as wellas error-dependent updating of each individual’s strategies.Taken together, our study provides novel insight into howhumans learn from prior experience to discover better solutionsto physical reasoning problems over time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "planning; spatial reasoning; intuitive physics;construction; action" } ], "section": "Human Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6k61n95b", "frozenauthors": [ { "first_name": "Will", "middle_name": "", "last_name": "McCarthy", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Kirsh", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Fan", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29362/galley/19223/download/" } ] }, { "pk": 29794, "title": "Learning to cooperate: Emergent communication in multi-agent navigation", "subtitle": null, "abstract": "Emergent communication in artificial agents has been studiedto understand language evolution, as well as to develop artifi-cial systems that learn to communicate with humans. We showthat agents performing a cooperative navigation task in variousgridworld environments learn an interpretable communicationprotocol that enables them to efficiently, and in many cases,optimally, solve the task. An analysis of the agents’ policiesreveals that emergent signals spatially cluster the state space,with signals referring to specific locations and spatial direc-tions such as left, up, or upper left room. Using populationsof agents, we show that the emergent protocol has basic com-positional structure, thus exhibiting a core property of naturallanguage.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reinforcement learning; emergent communication;multiagent; cooperative game" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7x93x446", "frozenauthors": [ { "first_name": "Ivana", "middle_name": "", "last_name": "Kaji ́", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Eser", "middle_name": "", "last_name": "Aygun", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Doina", "middle_name": "", "last_name": "Precup", "name_suffix": "", "institution": "DeepMind", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29794/galley/19648/download/" } ] }, { "pk": 29513, "title": "Learning to refer informatively by amortizing pragmatic reasoning", "subtitle": null, "abstract": "A hallmark of human language is the ability to effectively andefficiently convey contextually relevant information. One the-ory for how humans reason about language is presented in theRational Speech Acts (RSA) framework, which captures prag-matic phenomena via a process of recursive social reasoning(Goodman & Frank, 2016). However, RSA represents idealreasoning in an unconstrained setting. We explore the idea thatspeakers might learn to amortize the cost of RSA computationover time by directly optimizing for successful communicationwith an internal listener model. In simulations with groundedneural speakers and listeners across two communication gamedatasets representing synthetic and human-generated data, wefind that our amortized model is able to quickly generate lan-guage that is effective and concise across a range of contexts,without the need for explicit pragmatic reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reference" }, { "word": "Pragmatics" }, { "word": "rational speech acts" }, { "word": "emer-gent communication" } ], "section": "Pragmatics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7n1717h7", "frozenauthors": [ { "first_name": "Julia", "middle_name": "", "last_name": "White", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Jesse", "middle_name": "", "last_name": "Mu", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29513/galley/19373/download/" } ] }, { "pk": 29467, "title": "Learning under uncertainty changes during adolescence", "subtitle": null, "abstract": "As we transition from child to adult, we navigate the worlddifferently. In this world, many of the relationships betweenevents are unclear or uncertain because they are probabilisticin nature. We wanted to know how learning about probabilis-tic relationships changes with development and to interrogatethe underlying processes. We investigated these questions in aprobabilistic reinforcement learning task (The Butterfly Task)with 302 participants aged 8-30. We found performance in thistask increased with age through early-twenties, then stabilized.Using hierarchical Bayesian methods to fit computational rein-forcement learning models, we showed that this performanceincrease was driven by 1) an increase in learning rate (i.e. de-crease in integration time horizon); 2) a decrease in exploratorychoices. By contrast, forgetting rates did not change with age.We discuss our findings in the context of other studies and hy-potheses about adolescent brain development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reinforcement learning; computational modeling;uncertainty; development" } ], "section": "Language and Uncertainty", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3b63g5xq", "frozenauthors": [ { "first_name": "Liyu", "middle_name": "", "last_name": "Xia", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Sarah", "middle_name": "L.", "last_name": "Master", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Maria", "middle_name": "", "last_name": "Eckstein", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Linda", "middle_name": "", "last_name": "Wilbrecht", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Anne", "middle_name": "G. E.", "last_name": "Collins", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29467/galley/19327/download/" } ] }, { "pk": 29420, "title": "Learning via Insight", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "insight; creativity; computational modelling; ahaexperience; semantic activation; phenomenology" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ps981x6", "frozenauthors": [ { "first_name": "Jasmin", "middle_name": "M.", "last_name": "Kizilirmak", "name_suffix": "", "institution": "German Center for Neurodegenerative Diseases", "department": "" }, { "first_name": "Maxi", "middle_name": "", "last_name": "Becker", "name_suffix": "", "institution": "Humboldt University of Berlin", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Colin", "name_suffix": "", "institution": "Gent University", "department": "" }, { "first_name": "Linden", "middle_name": "J.", "last_name": "Ball", "name_suffix": "", "institution": "University of Central Lancashire", "department": "" }, { "first_name": "Margaret", "middle_name": "E.", "last_name": "Webb", "name_suffix": "", "institution": "The University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29420/galley/19280/download/" } ] }, { "pk": 29393, "title": "Learning what is relevant for rewards via value-based serial hypothesis testing", "subtitle": null, "abstract": "Learning what is relevant for reward is a ubiquitous and crucialtask in daily life, where stochastic reward outcomes can de-pend on an unknown number of task dimensions. We designeda paradigm tailored to study such complex scenarios. In the ex-periment, participants configured three-dimensional stimuli byselecting features for each dimension and received probabilis-tic feedback. Participants selected more rewarding featuresover time, demonstrating learning. To investigate the learningprocess, we tested two learning strategies, feature-based rein-forcement learning and serial hypothesis testing, and found ev-idence for both. The extent to which each strategy was engageddepended on the instructed task complexity: when instructedthat there were fewer relevant dimensions (and therefore fewerreward-generating rules were possible) people tended to seri-ally test hypotheses, whereas they relied more on learning fea-ture values when more dimensions were relevant. To explainthe behavioral dependency on task complexity and instruc-tions, we tested variants of the value-based serial hypothesistesting model. We found evidence that participants constructedtheir hypothesis space based on the instructed task condition,but they failed to use all the information provided (e.g. rewardprobabilities). Our current best model can qualitatively capturethe difference in choice behavior and performance across taskconditions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "representation learning; reinforcement learning;serial hypothesis testing; active learning" } ], "section": "Judgement and Decision Making", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40h5n1z6", "frozenauthors": [ { "first_name": "Mingyu", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Yael", "middle_name": "", "last_name": "Niv", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Ming", "middle_name": "Bo", "last_name": "Cai", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29393/galley/19254/download/" } ] }, { "pk": 29874, "title": "Learning word-referent mappings and concepts from raw inputs", "subtitle": null, "abstract": "How do children learn correspondences between the language and the world from noisy, ambiguous, naturalistic input?One hypothesis is via cross-situational learning: tracking words and their possible referents across multiple situationsallows learners to disambiguate correct word-referent mappings (Yu and Smith, 2007). While previous models of cross-situational word learning operate on highly simplified representations, recent advances in multimodal learning have shownpromise as richer models of cross-situational word learning to enable learning the meanings of words from raw inputs.Here, we present a neural network model of cross-situational word learning that leverages some of these ideas and examineits ability to account for a variety of empirical phenomena from the word learning literature.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99s3t8pv", "frozenauthors": [ { "first_name": "Wai", "middle_name": "Keen", "last_name": "Vong", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Brenden", "middle_name": "", "last_name": "Lake", "name_suffix": "", "institution": "NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29874/galley/19728/download/" } ] }, { "pk": 30005, "title": "Leftward Visuospatial Bias Predicts Childrens Reading Fluency", "subtitle": null, "abstract": "Neurotypical children have been shown to display a leftward visuospatial attention bias while children with dyslexia(i.e., children with a reading disorder characterized by slow and/or inaccurate word recognition) have been shown todisplay a relatively rightward visuospatial attention bias. Researchers have speculated that leftward bias in young childrenmay be driven by their beginning reading education in languages read from left to right. Here, we investigated whetherspatial bias may be related to the acquisition of reading skills among a sample of children in grades 1 to 3. We assessedthe relationship between spatial bias (measured using the landmark task) and performance on (1) a rapid automatizednaming test (a predictor of reading fluency) and (2) a word-identification test. We found that leftward bias predicts rapidautomatized naming but not word identification. This finding has implications for understanding the potential role ofspatial bias in reading and dyslexia.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51m950r4", "frozenauthors": [ { "first_name": "Debby", "middle_name": "", "last_name": "Cheng", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Sabine", "middle_name": "", "last_name": "Kastner", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30005/galley/19859/download/" } ] }, { "pk": 29527, "title": "Leveraging Computer Vision Face Representation to Understand Human FaceRepresentation", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Face Space; Similarity Judgement; Social Percep-tion; First Impressions; Computer Vision" } ], "section": "Attention and Faces", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gq5864j", "frozenauthors": [ { "first_name": "Chaitanya", "middle_name": "K.", "last_name": "Ryali", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Xiaotian", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Angela", "middle_name": "J.", "last_name": "Yu", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29527/galley/19387/download/" } ] }, { "pk": 29907, "title": "Leveraging Machine Learning to Automatically Derive Robust Planning Strategiesfrom Biased Models of the Environment", "subtitle": null, "abstract": "Teaching clever heuristics is a promising approach to improvedecision-making. We can leverage machine learning to dis-cover clever strategies automatically. Current methods requirean accurate model of the decision problems people face inreal life. But most models are misspecified because of lim-ited information and cognitive biases. To address this prob-lem we develop strategy discovery methods that are robustto model misspecification. Robustness is achieved by model-ing model-misspecification and handling uncertainty about thereal-world according to Bayesian inference. We translate ourmethods into an intelligent tutor that automatically discoversand teaches robust planning strategies. Our robust cognitivetutor significantly improved human decision-making when themodel was so biased that conventional cognitive tutors were nolonger effective. These findings highlight that our robust strat-egy discovery methods are a significant step towards leverag-ing artificial intelligence to improve human decision-makingin the real world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "automatic strategy discovery; cognitive tutors; ro-bust reinforcement learning; decision-making" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91q6r08m", "frozenauthors": [ { "first_name": "Anirudha", "middle_name": "", "last_name": "Kemtur", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Yash", "middle_name": "Raj", "last_name": "Jain", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Aashay", "middle_name": "", "last_name": "Mehta", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Frederick", "middle_name": "", "last_name": "Callaway", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Saksham", "middle_name": "", "last_name": "Consul", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Jugoslav", "middle_name": "", "last_name": "Stojcheski", "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": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29907/galley/19761/download/" } ] }, { "pk": 29855, "title": "Leveraging Unstructured Statistical Knowledge in aProbabilistic Language of Thought", "subtitle": null, "abstract": "One hallmark of human reasoning is that we can bring to beara diverse web of common-sense knowledge in any situation.The vastness of our knowledge poses a challenge for the prac-tical implementation of reasoning systems as well as for ourcognitive theories – how do people represent their common-sense knowledge? On the one hand, our best models of so-phisticated reasoning are top-down, making use primarily ofsymbolically-encoded knowledge. On the other, much of ourunderstanding of the statistical properties of our environmentmay arise in a bottom-up fashion, for example through asso-ciationist learning mechanisms. Indeed, recent advances in AIhave enabled the development of billion-parameter languagemodels that can scour for patterns in gigabytes of text from theweb, picking up a surprising amount of common-sense knowl-edge along the way—but they fail to learn the structure of co-herent reasoning. We propose combining these approaches, byem- bedding language-model-backed primitives into a state-of-the-art probabilistic programming language (PPL). On twoopen-ended reasoning tasks, we show that our PPL modelswith neural knowledge components characterize the distribu-tion of human responses more accurately than the neural lan-guage models alone, raising interesting questions about howpeople might use language as an interface to common-senseknowledge, and suggesting that building probabilistic modelswith neural language-model components may be a promisingapproach for more human-like AI.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "probabilistic language of thought; language mod-els; neurosymbolic reasoning; common sense" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qg6c08r", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "K.", "last_name": "Lew", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Vikash", "middle_name": "K.", "last_name": "Mansinghka", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29855/galley/19709/download/" } ] }, { "pk": 29566, "title": "Lexical Associations in a Native and Non-Native LanguageAffect Retrieval-Induced Forgetting", "subtitle": null, "abstract": "Recent work suggests that speakers’ lexical networks in theirnative and secondary languages are organized somewhatdifferently, with native languages showing greatersystematicity. We here test this claim in a new way, bymaking use of the “Retrieval-induced forgetting” effect(RIF). Specifically, practicing previously encodedinformation through rehearsal is expected to result in bettermemory for that information, regardless of which languagethe information is encoded. The RIF effect involves thesuppression of information that is associated with thepracticed information but is itself unpracticed. Since RIF isunderstood to rely on the association between the practicedand unpracticed memories, we predict it will be weaker whenapplied in a language with weaker or less systematicallyorganized lexical associations. Results confirm that while theexpected practice effect was evident in participants’ nativeand second languages, the RIF effect was only significant inparticipants’ native language. We discuss the relevance andimplications of this finding for second language speakers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "retrieval-induced forgetting" }, { "word": "second language" }, { "word": "memory" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0dj8v09t", "frozenauthors": [ { "first_name": "Madalina", "middle_name": "", "last_name": "Vlasceanu", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Karina", "middle_name": "", "last_name": "Tachihara", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Adele", "middle_name": "", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Alin", "middle_name": "", "last_name": "Coman", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29566/galley/19426/download/" } ] }, { "pk": 29796, "title": "Lexicalization of quantificational forces in adverbial and determiner domains", "subtitle": null, "abstract": "Which quantificational forces do languages encode lexically?When a language features multiple quantificational scales(e.g. determiner and adverbial quantification), does the pat-tern of lexicalization of quantificational forces we discoverfor one scale correlate with those of other scales? We useEnglish as a first test case for examining these questions,adapting the basic ideas of Lewis (1975) into the hypothesisthat English lexical quantifiers unrelated to cardinal numbersor definite descriptions, determiner and adverbial alike, haveone of six quantificational forces. To begin to test this claimempirically, we elicited speaker interpretations of a range ofquantifiers in a web-based study. Dividing participants into anadverbial condition and a determiner condition, we gave acontext specifying a 100-day period and asked participants tojudge the quantificational force of quantified sentences denot-ing an individual’s daily activities during this period. Wefound evidence of cross-scale correspondences but fewerquantificational forces than expected. These results providepreliminary evidence for parts of our hypothesis but suggest aneed for future research that covers more lexical items, lan-guages, and quantificational scales.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "adverbs of quantification; quantifiers; Q-adverbs" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2p908196", "frozenauthors": [ { "first_name": "Johanna", "middle_name": "", "last_name": "Alstott", "name_suffix": "", "institution": "Harvard College", "department": "" }, { "first_name": "Masoud", "middle_name": "", "last_name": "Jasbi", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29796/galley/19650/download/" } ] }, { "pk": 29543, "title": "Limitations of Statistical Learning: the Case of Paradigmatic Relations", "subtitle": null, "abstract": "Extensive statistical learning literature suggests that regularities between co-occurring items can be learned implicitly.However, little is known whether higher-order statistics, such as paradigmatic relations, can be learned implicitly. Paradig-matic relations link items that may not co-occur but share each others patterns of co-occurrence. For example, A and Bare paradigmatically related when they both co-occur with C (e.g., A-C, B-C). Therefore, paradigmatic relations could,in principle, be implicitly learned through co-occurrence regularities. Here, we modified a contextual cueing task, wheresome of the targets independently appeared within distractors that had the same spatial configuration. We found that onlyparticipants who noticed the repeating distractor patterns tend to learn the paradigmatic relations, while most participantswere able to learn the simple co-occurring regularities. Our findings imply that the ability to learn simple co-occurrenceregularities is not sufficient for forming paradigmatic relations and that explicit attention may be critical.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cw11066", "frozenauthors": [ { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Olivera", "middle_name": "", "last_name": "Savic", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Jangjin", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "The University of Iowa", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Dennis", "name_suffix": "", "institution": "The University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29543/galley/19403/download/" } ] }, { "pk": 29997, "title": "Limited Domain Structure for Conjunction Errors", "subtitle": null, "abstract": "People make conjunction errors, rating a conjunction as morelikely than one of its constituents, across many different typesof problems. They commit the conjunction fallacy in problemsof social judgment, in physical reasoning tasks, and in gam-bles of pure chance. Doctors commit the fallacy when mak-ing judgments about hypothetical patients. Do all these errorsshare an underlying cause? Or does the fallacy arise indepen-dently in different types of reasoning? In a series of studies, welook for structure in conjunction errors across various types ofproblems. We find that error magnitudes are related for someclusters of items, but there does not appear to be a universalrelationship between all cases of this fallacy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "fallacies; heuristics; rationality; conjunction fal-lacy" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8pj1j6z9", "frozenauthors": [ { "first_name": "Ethan", "middle_name": "", "last_name": "Ludwin-Peery", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29997/galley/19851/download/" } ] }, { "pk": 29350, "title": "Limits on Predictability of Risky Choice Behavior", "subtitle": null, "abstract": "Research in decision-making has recently begun to empha-size predictive accuracy as the dominant principle for design-ing and evaluating choice models. This emphasis has led tothe development of increasingly more precise models of hu-mans’ risk preferences, as measured in certain experimentalparadigms built upon certainty equivalence testing. In thispaper, we argue that the level of precision attained by recentchoice models is unexpected, because human preferences areirreducibly noisy. We support this argument by conducting ex-periments to measure intra-observer consistency in choice be-havior in two common risk preference paradigms: decisionsfrom description and experience. We find that while currentchoice models of decisions from experience align fairly wellwith the upper limits of choice consistency seen in our experi-mental data, choice models for decisions from description aresignificantly more consistent with humans’ choices than thehumans themselves are consistent with their own choices. Wediscuss some theoretical and practical implications of our re-sults.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "risk preferences; predictability; decisions from ex-perience; choice modelling" } ], "section": "Choices and Decisions", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ch0v2rv", "frozenauthors": [ { "first_name": "Anjali", "middle_name": "", "last_name": "Sifar", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" }, { "first_name": "Nisheeth", "middle_name": "", "last_name": "Srivastava", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29350/galley/19211/download/" } ] }, { "pk": 29468, "title": "Linguistic Overhypotheses in Category Learning:Explaining the Label Advantage Effect", "subtitle": null, "abstract": "When learning to partition the world into categories, peoplerely on a set of assumptions (overhypotheses) about possi-ble category structures. Here we propose that the nature ofthese overhypotheses depends on the presence of a verbal la-bel associated with a given category. We describe a computa-tional model that demonstrates how labels can either acceler-ate or hinder category learning, depending on whether or notthe prior beliefs imposed by their presence align with the truecategory structure. This account provides an explanation forthe phenomena described in prior experimental work (Lupyan,Rakison, & McClelland, 2007; Brojde, Porter, & Colunga,2011) that have remained unexplained by other models. Basedon these results, we argue that the overhypothesis theory of la-bel effects provides a way to formalize and quantify the effectof language on category learning and to develop a more precisedelineation between linguistic and non-linguistic thought.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; word learning; overhypotheses;shape bias; Bayesian modeling" } ], "section": "Linguistics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1535n3bh", "frozenauthors": [ { "first_name": "Anna", "middle_name": "A.", "last_name": "Ivanova", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Matthias", "middle_name": "", "last_name": "Hofer", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29468/galley/19328/download/" } ] }, { "pk": 30107, "title": "Linguistic Simplification in Human-Computer Interaction: Implications for theCognitive Foundations of Language", "subtitle": null, "abstract": "How can a range of syntactic variation within a language be explained, particularly when linguistic expressions producedby native speakers in one context clearly violate syntactic norms? To answer this question, we investigate the properties ofinformation requests that arise in the context of human-computer interaction, such as ’most home runs player 1975 age’.The results of a production study that compares the structural complexity of information requests in human-computervs. human-human condition show that participants in the former condition tend to use simpler syntactic structures andfewer relative clauses, compared to that in the human-human condition, despite syntactic priming. Our results suggestthat speakers in the human-computer context utilize a qualitatively different type of formal grammar, linear grammar(Jackendoff & Wittenberg, 2017) as opposed to hierarchical grammar. The study contributes to the theoretical discussionon what constitutes a lower bound on complexity in language (cf. Futrell et al., 2016).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7fx894m4", "frozenauthors": [ { "first_name": "Anastasia", "middle_name": "", "last_name": "Smirnova", "name_suffix": "", "institution": "San Francisco State University", "department": "" }, { "first_name": "Skyler", "middle_name": "", "last_name": "Ilenstine", "name_suffix": "", "institution": "San Francisco State University", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Baker", "name_suffix": "", "institution": "San Francisco State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30107/galley/19961/download/" } ] } ] }