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{ "count": 38741, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13900", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13700", "results": [ { "pk": 29667, "title": "Promoting Pro-Climate Actions: A Cognitive-Constraints Approach", "subtitle": null, "abstract": "Most Americans do not view climate change as an imminent threat. The present paper harnessed the power of two cog-nitive constraints essential to belief formation and revision coherence and causal invariance to guide the developmentof educational materials to foster pro-climate actions. Building on insights from philosophy, cognitive psychology, andanthropology, our materials presented questions on a range of everyday and otherwise personally relatable events to par-ticipants in 10 U.S. states with the highest level of climate skepticism. Participants answered the questions, explainedtheir answers, and received feedback featuring scientific explanations. The latter typically deviate from participants own(invoking the causal-invariance constraint), and are more coherent (invoking the coherence constraint). In support of ourapproach, although our intervention materials did not mention climate change or mitigating actions, they raised willingnessto take pro-climate actions, but did so only when the components hypothesized to enable a coherent pro-climate-actionnarrative were included.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zg062v4", "frozenauthors": [ { "first_name": "Junho", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Wong", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Patricia", "middle_name": "", "last_name": "Cheng", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29667/galley/19524/download/" } ] }, { "pk": 29939, "title": "Promoting relational responding by varying presentation conditions", "subtitle": null, "abstract": "The relational match-to-sample (RMS) task assesses whether people are sensitive to matching relational content and con-sider such matches more compelling than an object-based alternative. On each trial, participants see a triad of shapesequences: target item (XYX), object match (VZY), and relational match (TST). In prior research, participants show arelational preference supporting the structural alignment account of similarity-based processing. We address two goals:1) assessing generality across variation in stimulus materials and task wording; and 2) investigating the hypothesis thatrelational responding can be promoted via presentation conditions for the RMS task. Specifically, along with the standardsimultaneous presentation of target plus options, we tested two sequential variations: presenting each possible match inisolation before showing the full triad and presenting only the target item for evaluation before showing the full triad.Results are discussed in the context of structural alignment theory and the role of relational encoding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qw0t97m", "frozenauthors": [ { "first_name": "Mercury", "middle_name": "", "last_name": "Mason", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29939/galley/19793/download/" } ] }, { "pk": 29863, "title": "Pronoun interpretation in the context of dynamic actions: a test of thereinstatement hypothesis", "subtitle": null, "abstract": "Pronouns (she, they) are semantically underspecified and depend on context for interpretation. One proposal is thatinterpretation occurs by reactivating a pronouns antecedent, consistent with memory reinstatement models. We evaluatethis account using a novel task where the semantics of the antecedent are no longer appropriate after an instruction iscompleted (e.g., Move the house on the left to area 3, where the result is that ANOTHER house is now the leftmost one).If antecedent semantics are activated when subsequently hearing a pronoun (”Now put it”), listeners should experienceconfusion regarding the intended referent. However, measures of (i) the object selected, (ii) mouse-click reaction times,and (iii) eye-movements all demonstrate the pronoun is effortlessly linked to the previously-mentioned object, regardlessof whether antecedent semantics are still relevant. This demonstrates that pronouns have indexical meaning, denoting afocused referent directly, and are not mediated by activating linguistic antecedents in discourse memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3cg8v1nt", "frozenauthors": [ { "first_name": "Tiana", "middle_name": "", "last_name": "Simovic", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Craig", "middle_name": "", "last_name": "Chambers", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29863/galley/19717/download/" } ] }, { "pk": 29729, "title": "Propositional versus Associative Views of Sentence Memory", "subtitle": null, "abstract": "Propositional accounts assume sentences are encoded in terms of a set of arguments bound to role-fillers in a predicate,but they never specify how the role representations form in the first place. Dennis (2005) shows an alternative way tocapture role-information based on simple associations derived directly from experience in the Syntagmatic-Paradigmatic(SP) model. We argue that the evidence for the propositional view is not well-founded and explore the possibility for apure associative encoding of proposition-like information. We differentially manipulate overlap in target and distractorsentences, embedded in narratives, and directly place the propositional account against the SP view. Our first experimentprovides some evidence for an SP account, however the second experiment supports the propositional view. Our finalexperiment provides results that are difficult to explain with either account. Overall, our results support the propositionalview and show mixed evidence for the SP account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84n4b5h4", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Shabahang", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Dennis", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29729/galley/19586/download/" } ] }, { "pk": 30028, "title": "Prosodic Features Carry Information About a Questions Intent", "subtitle": null, "abstract": "Research has shown that pragmatic, social, and prosodic cues are used to infer the communicative intent of a speaker,including pedagogical intentions (Bohn & Frank, 2020; Cristia, 2013; Csibra & Gergely, 2009). However, little is knownabout whether prosodic features can signal pedagogical intent in syntactically equivalent utterances. We asked whetherprosodic features can carry information about the intent of a question (i.e., whether it is a pedagogical or an informationseeking question), both within child- and adult-directed speech. Eighty naive participants were asked to classify questionsgenerated by five different speakers. We found that participants could reliably discriminate between questions intendedto be pedagogical from those that were intended to be information seeking, both within child- and adult-directed speech,although pedagogical questions were detected more successfully when spoken with child-directed speech. These findingsindicate that prosody may convey pedagogical intent, which in turn may facilitate 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/834168wz", "frozenauthors": [ { "first_name": "Igor", "middle_name": "", "last_name": "Bascandziev", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30028/galley/19882/download/" } ] }, { "pk": 29353, "title": "Prospect Theory and Optimal Risky Choices with Goals", "subtitle": null, "abstract": "Decision making under risk is often studied as a preferential\nchoice governed by stable individual personality\ncharacteristics, but risky choice can also be viewed as a\ndynamic problem of resource accumulation to survive. When\ndecision makers aim to reach a particular goal in limited time,\nsuch as “earn at least $100 in five choices,” risky choice\nbecomes a non-trivial planning problem. This problem has an\noptimal solution that can differ from immediate expected-value\nmaximization. We studied the optimality of risky choices under\nsuch minimum goal requirements experimentally and find that\nthe observed choices under goals approximate the optimal\nsolution. However, because the optimal model is very complex,\nwe examine if simpler models can predict people’s choices\nbetter. We test an extended version of prospect theory,\nassuming a dynamic reference point that depends on the\ndistance to the goal. This “dynamic prospect theory” was better\nthan the alternative model in describing people’s decisions\n(i.e., for 63% of the participants, it was the best model). Our\nfindings show that humans can excel in a highly complex,\ndynamic, risky choice problem and that a dynamic version of\nprospect theory provides one possible explanation for how\npeople decide under risk when long-term goals matter.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "risky choice; energy budget rule; risk sensitivity;\ngoals; choice modeling" } ], "section": "Choices and Decisions", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6845g1g5", "frozenauthors": [ { "first_name": "Jana", "middle_name": "B.", "last_name": "Jarecki", "name_suffix": "", "institution": "University of Basel", "department": "" }, { "first_name": "Jörg", "middle_name": "", "last_name": "Rieskamp", "name_suffix": "", "institution": "University of Basel", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29353/galley/19214/download/" } ] }, { "pk": 29469, "title": "Prototype theory and emotion semantic change", "subtitle": null, "abstract": "An elaborate repertoire of emotions is one feature that dis-tinguishes humans from animals. Language offers a criticalform of emotion expression. However, it is unclear whetherthe meaning of an emotion word remains stable, and what fac-tors may underlie changes in emotion meaning. We hypothe-size that emotion word meanings have changed over time andthat the prototypicality of an emotion term drives this changebeyond general factors such as word frequency. We developa vector-space representation of emotion and show that thismodel replicates empirical findings on prototypicality judg-ments and basic categories of emotion. We provide evidencethat more prototypical emotion words have undergone lesschange in meaning than peripheral emotion words over the pastcentury, and that this trend holds within each family of emo-tion. Our work extends synchronic theories of emotion to itsdiachronic development and offers a computational character-ization of emotion semantics in natural language use.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion; semantic field; semantic change; proto-type theory; word vector" } ], "section": "Linguistics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2dd8z4g5", "frozenauthors": [ { "first_name": "Aotao", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Stellar", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29469/galley/19329/download/" } ] }, { "pk": 30041, "title": "Punishment: Incentive or Communication?", "subtitle": null, "abstract": "Humans are adept at using punishments to influence and modify the behavior of others. Current approaches model pun-ishment as a direct, immediate imposition of cost. In contrast, our research suggests that people interpret punishment as acommunicative act. We show that people expect costless, yet communicative, punishments to be as effective as cost impos-ing punishment (Experiment 1). Under some situations, people display a systematic preference for costless punishmentsover more canonical, cost imposing punishments (Experiment 2). People readily seek out and infer the communicativemessage inherent in a punishment (Experiment 3). And, people expect that learning from punishment depends on theease with which its communicative intent can be inferred (Experiment 4). Taken together, these findings demonstrate thatpeople expect punishment to be generated and interpreted as a communicative act.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19b7f23f", "frozenauthors": [ { "first_name": "Arunima", "middle_name": "", "last_name": "Sarin", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Ho", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Justin", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30041/galley/19895/download/" } ] }, { "pk": 29848, "title": "Quality Engineering in the Development of an Intelligent Agent", "subtitle": null, "abstract": "Our laboratory is involved in the development of an intelligent agent that operates a remotely piloted aircraft with twohuman teammates that communicate using text chat. The task is well-defined, but there are potentially numerous andunpredictable inputs during varied 40 minute missions. To assure reliability of agent behavior, we must run a largenumber of missions and analyze the behavior of the agent at milliseconds resolution. To support this requirement, we havedeveloped 1) a scripting language and control system that drives a mission with simulated teammates and environmentalevents, 2) scripted missions using actual chat input from a previous study, 3) output files for each mission that trace agentactions, situation state, and program events, and 4) scripts that analyze the output files based on performance heuristicsand differences from known-good output. This framework allows us to verify complex agent behavior as developmentprogresses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45b0d9hm", "frozenauthors": [ { "first_name": "Tim", "middle_name": "", "last_name": "Halverson", "name_suffix": "", "institution": "Aptima, Inc", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Caisse", "name_suffix": "", "institution": "L3Harris, WPAFB", "department": "" }, { "first_name": "Mary", "middle_name": "", "last_name": "Freiman", "name_suffix": "", "institution": "Aptima, Inc", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Myers", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29848/galley/19702/download/" } ] }, { "pk": 29397, "title": "Quantifying Curiosity: A Formal Approach to Dissociating Causes of Curiosity", "subtitle": null, "abstract": "Curiosity motivates exploration and is beneficial for learning,but curiosity is not always experienced when facing theunknown. In the present research, we address this selectivity:what causes curiosity to be experienced under somecircumstances but not others? Using a Bayesian reinforcementlearning model, we disentangle four possible influences oncuriosity that have typically been confounded in previousresearch: surprise, local uncertainty/expected informationgain, global uncertainty, and global expected informationgain. In two experiments, we find that backward-lookinginfluences (concerning beliefs based on prior experience) andforward-looking influences (concerning expectations aboutfuture learning) independently predict reported curiosity, andthat forward-looking influences explain the most variance.These findings begin to disentangle the complexenvironmental features that drive curiosity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "curiosity; learning; surprise; uncertainty;expected information gain" } ], "section": "Facets of Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vx4g96n", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Liquin", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Frederick", "middle_name": "", "last_name": "Callaway", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29397/galley/19257/download/" } ] }, { "pk": 29422, "title": "Quantifying Emergent, Dynamic Tonal Coordination in Collaborative MusicalImprovisation", "subtitle": null, "abstract": "Groups of interacting individuals often coordinate in service ofabstract goals, such as the alignment of mental representationsin conversation, or the generation of new ideas in group brain-storming sessions. What are the mechanisms and dynamicsof abstract coordination? This study examines coordination ina sophisticated paragon domain: collaboratively improvisingjazz musicians. Remarkably, freely improvising jazz ensem-bles collectively produce coherent tonal structure (i.e. melodyand harmony) in real time performance without previously es-tablished harmonic forms. We investigate how tonal structureemerges out of interacting musicians, and how this structureis constrained by underlying patterns of coordination. Dyadsof professional jazz pianists were recorded improvising in twoconditions of interaction: a ‘coupled’ condition in which theycould mutually adapt to one another, and an ‘overdubbed’ con-dition which precluded mutual adaptation. Using a computa-tional model of musical tonality, we show that this manipu-lation effected the directed flow of tonal information amongstpianists, who could mutually adapt to one another’s notes incoupled trials, but not in overdubbed trials. Consequently,musicians were better able to harmonize with one another incoupled trials, and this ability increased throughout the courseof improvised performance. We present these results and dis-cuss their implications for music technology and joint actionresearch more generally.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "joint action; time series modeling; musical impro-visation; tonal consonance" } ], "section": "Complex Dynamics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3mb046fk", "frozenauthors": [ { "first_name": "Matt", "middle_name": "", "last_name": "Setzler", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Rob", "middle_name": "", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29422/galley/19282/download/" } ] }, { "pk": 29767, "title": "Quantifying sound-graphic systematicity and application on multiple phonographs", "subtitle": null, "abstract": "Do letter-shapes predict in any way the canonical sounds they represent? Does the letter a in any sense visually predictits canonical pronunciation //? We extended existing quantitative approaches to measuring systematicity between phonol-ogy and semantics. We quantified all pairwise visual distances between letters, using Hausdorff distance. We took thecorresponding canonical pronunciations of the letters and quantified all pairwise distances between their feature-level rep-resentations, using edit distance and Euclidean distance. We defined letter-sound systematicity as a correlation betweenthese two lists of distances. We confirmed Korean as the gold standard for letter-sound systematicity; it was designed in the15C to have exactly this characteristic. We found small but significant correlations in Arabic, Cyrillic, English, Finnish,Greek and Hebrew orthographies, with Courier New giving the most consistent correlations. Pitmans English shorthandand the Shavian shorthand alphabet also showed robust systematicity, and baseline fictitious orthographies showed nosystematicity, validating our approach.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6zq119gr", "frozenauthors": [ { "first_name": "Hana", "middle_name": "", "last_name": "Jee", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Monica", "middle_name": "", "last_name": "Tamariz", "name_suffix": "", "institution": "Hariot-Watt University", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Shillcock", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29767/galley/19621/download/" } ] }, { "pk": 30091, "title": "Quantitative Analyses of Gaze Duration from the viewpoints of Grounding Acts,\nConversation Topic, and Linguistic Proficiency", "subtitle": null, "abstract": "Although many studies have analyzed the communicative\nfunctions of gaze, it is still unclear how linguistic proficiency\nand communication contexts affect gazing activities.\nQuantitative analyses of speaker’s and listener’s gaze were\nconducted taking the factors of grounding in communication,\nconversation topic, and linguistic proficiency into\nconsideration. The results showed that the duration of a\nlistener’s gaze is much longer during utterances that convey\nnew information while the duration of a speaker’s gaze did not\nshow much difference, suggesting that the characteristics of the\ngrounding act factor affect a listener’s gazing activities but not\nthose of the speaker. We also observed that linguistic\nproficiency and conversation topic have a much greater effect\non the listener’s gaze. The results will contribute to multi-party\ninteraction studies that examine the effect of linguistic\nproficiency, and provide valuable information that could assist\nin the design of interaction support systems for users with\ndifferent linguistic proficiency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gaze; communication; grounding acts;\nconversation topic; linguistic proficiency" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08z3z9wt", "frozenauthors": [ { "first_name": "Ichiro", "middle_name": "", "last_name": "Umata", "name_suffix": "", "institution": "KDDI Research, Inc.", "department": "" }, { "first_name": "Koki", "middle_name": "", "last_name": "Ijuin", "name_suffix": "", "institution": "The National Institute of Advanced Industrial Science and Technology", "department": "" }, { "first_name": "Tsuneo", "middle_name": "", "last_name": "Kato", "name_suffix": "", "institution": "Doshisha University", "department": "" }, { "first_name": "Seiichi", "middle_name": "", "last_name": "Yamamoto", "name_suffix": "", "institution": "Doshisha University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30091/galley/19945/download/" } ] }, { "pk": 29935, "title": "QuLBIT: Quantum-Like Bayesian Inference Technologies forCognition and Decision", "subtitle": null, "abstract": "This paper provides the foundations of a uni-fied cognitive decision-making framework (QulBIT)which is derived from quantum theory. The mainadvantage of this framework is that it can caterfor paradoxical and irrational human decision mak-ing. Although quantum approaches for cognitionhave demonstrated advantages over classical prob-abilistic approaches and bounded rationality mod-els, they still lack explanatory power. To addressthis, we introduce a novel explanatory analysis ofthe decision-maker’s belief space. This is achievedby exploiting quantum interference effects as a wayof both quantifying and explaining the decision-maker’s uncertainty. We detail the main modulesof the unified framework, the explanatory analy-sis method, and illustrate their application in situ-ations violating the Sure Thing Principle.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "QuLBIT; quantum cognition; quantum-like Bayesian networks; quantum-like influence di-agrams; bounded rationality; explanatory analysis" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2368k7k3", "frozenauthors": [ { "first_name": "Catarina", "middle_name": "", "last_name": "Moreira", "name_suffix": "", "institution": "Queensland University of Technology", "department": "" }, { "first_name": "Matheus", "middle_name": "", "last_name": "Hammes", "name_suffix": "", "institution": "Queensland University of Technology", "department": "" }, { "first_name": "Rasim", "middle_name": "Serdar", "last_name": "Kurdoglu", "name_suffix": "", "institution": "Bilkent University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Bruza", "name_suffix": "", "institution": "Queensland University of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29935/galley/19789/download/" } ] }, { "pk": 29864, "title": "Radical Embodiment and the Relation Between Individual and Joint Action: ALevel-Neutral Approach", "subtitle": null, "abstract": "A common assumption in the philosophical literature on joint action is that individual-level action is both ontologicallyand explanatorily prior to collective action: in this view, joint action emerges fromand is therefore best explained in termsofindividual-level mental (intentional, propositional) states. This leads to the awkward position of attributing individual-like minds to groups. But assigning priority to the collective level is equally unsatisfactory. Here I draw from radicalembodied cognitive science to offer a level-neutral alternative. Whether individual or joint, successful action is properlyunderstood as the soft-assembly of a synergistic system, i.e., a higher-order control system exhibiting dimensional com-pression and reciprocal compensation. This level-neutral lens of synergistic dynamics helps elucidate the circular relationbetween individual and collective action: joint action recruits individual-level motor/cognitive mechanisms, yet individual-level mechanisms only emerge through development in social settingsresulting in a nested, self-reinforcing coordinativestructure for action, both individual and collective.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53j1x4n2", "frozenauthors": [ { "first_name": "Guilherme Sanches", "middle_name": "", "last_name": "de Oliveira", "name_suffix": "", "institution": "University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29864/galley/19718/download/" } ] }, { "pk": 29473, "title": "Rational After All: Changes in Probability Matching Behaviour Across Time inHumans and Monkeys", "subtitle": null, "abstract": "Probability matching—where subjects given probabilistic in-put respond in a way that is proportional to those inputprobabilities—has long been thought to be characteristic ofprimate performance in probability learning tasks in a vari-ety of contexts, from decision making to the learning of lin-guistic variation in humans. However, such behaviour is puz-zling because it is not optimal in a decision theoretic sense;the optimal strategy is to always select the alternative with thehighest positive-outcome probability, known as maximising(in decision making) or regularising (in linguistic tasks). Whilethe tendency to probability match seems to depend somewhaton the participants and the task (i.e., infants are less likelyto probability match than adults, monkeys probability matchless than humans, and probability matching is less likely inlinguistic tasks), existing studies suffer from a range of defi-ciencies which make it difficult to robustly assess these dif-ferences. In this paper we present three experiments whichsystematically test the development of probability matchingbehaviour over time in simple decision making tasks, acrossspecies (humans and Guinea baboons), task complexity, andtask domain (linguistic vs non-linguistic). In Experiments 1and 2 we show that adult humans and Guinea baboons exhibitsimilar behaviour in a non-linguistic decision-making task and,contrary to the prevailing view, a tendency to maximise (ba-boons) or significantly over-match (humans) rather than prob-ability match, which strengthens over time and more so withgreater task complexity; our non-human sample size (N = 20baboons) is unprecedented in the probability-matching litera-ture. Experiment 3 provides evidence against domain-specificprobability learning mechanisms, showing that human subjectsover-match high positive-outcome probabilities to a similar de-gree across linguistic and non-linguistic tasks. Our results sug-gest that previous studies may simply have insufficient trials toshow maximising, or be too short to show maximising strate-gies which unfold over time. We thus provide evidence ofshared probability learning mechanisms not only across lin-guistic and non-linguistic tasks but also across primate species.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "probability matching; comparative psychology;domain-general; decision making; language variation" } ], "section": "Comparative and Cultural Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6252q3sc", "frozenauthors": [ { "first_name": "Carmen", "middle_name": "", "last_name": "Saldana", "name_suffix": "", "institution": "University of Edinburgh , University of Zurich", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Claidere", "name_suffix": "", "institution": "Aix Marseille Universite", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29473/galley/19333/download/" } ] }, { "pk": 29673, "title": "Reasoning About Equations with Tape Diagrams: Do Differing Visual FeaturesMatter?", "subtitle": null, "abstract": "Diagrams are a potentially valuable tool for helping students understand mathematical concepts and procedures. Onetype of diagram that is sometimes used to depict mathematical relationships is tape diagrams, which depict quantitiesin continuous strips. This study investigated whether tape diagrams with different visual features differentially supportreasoning about equations, and explored whether people have preferences for tape diagrams with different visual features.Undergraduates (N = 50) were asked (1) to generate equations to correspond with tape diagrams with varying visualfeatures, and (2) to select the diagram they preferred from pairs that differed in visual features. Variations in visualfeatures (color, presence of outer lines, and position of the constant) did not affect participants success at generatingequations to correspond to the tape diagrams. However, participants displayed systematic preferences for most visualfeatures considered. Future research should examine the effects of these visual features on performance while solvingequations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05f693x2", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Bartel", "name_suffix": "", "institution": "University of Wisconsin- Madison", "department": "" }, { "first_name": "Elena", "middle_name": "", "last_name": "Silla", "name_suffix": "", "institution": "University of Wisconsin- Madison", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Vest", "name_suffix": "", "institution": "University of Wisconsin- Madison", "department": "" }, { "first_name": "Tomohiro", "middle_name": "", "last_name": "Nagashima", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Vincent", "middle_name": "", "last_name": "Aleven", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Martha", "middle_name": "", "last_name": "Alibali", "name_suffix": "", "institution": "University of Wisconsin- Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29673/galley/19530/download/" } ] }, { "pk": 29618, "title": "Reasoning About Hidden Features: Individual Differences and Age-RelatedChange", "subtitle": null, "abstract": "Throughout development, humans infer unobserved properties of the objects they encounter. However, it is often ambigu-ous whether these inferences result from category-based reasoning or overall similarity to previously observed objects. Inthis study, we examined inferences about hidden properties in four-year-old children (N=36) and adults (N=44). We taughtparticipants three categories of artificial creatures. Each category had one critical feature, where one of its variations wasmore common to members of the category, while the other was more common overall. We found that, on average, bothgroups used within-category frequency to predict the value of an unseen critical feature. However, individual differencesrevealed distinctions between the groups. While adults who used within-category frequency for critical items used overallfrequency for other items, this correlation was qualitatively reversed in children. This suggests that some children weresensitive to category knowledge when predicting unseen features, but others likely used a novelty heuristic.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9b4365qr", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Ralston", "name_suffix": "", "institution": "The Ohio State Universtiy", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State Universtiy", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29618/galley/19477/download/" } ] }, { "pk": 29651, "title": "Recognition memory influenced by grammar", "subtitle": null, "abstract": "The validity of verbal working memory depends on language experience-independent capacities. We tested how grammat-ical knowledge impacts memory in the absence of overt language production and while controlling for semantic meaningof word pair stimuli. Native English speakers (n=129) completed: (1) ratings of unattested noun-noun compounds (e.g.ice-wallet) on meaningfulness; the (2) Author Recognition Test, measuring language experience; and (3) an old/newrecognition task, where previously presented noun-noun compounds appeared in either old (ice-wallet) or new (wallet-ice)orders. Order of nouns in compounds either resembled order consistently found in English (i.e. typical noun modifier +typical head noun) or was reversed. If grammatical knowledge affects verbal working memory, consistency with natu-ral language should predict old ratings, controlling for meaningfulness ratings and old status. As predicted, participantswere more likely to rate consistent compounds as old compared to reversed. All analyses pre-registered on OSF prior toexperimenter access to data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5dm9d743", "frozenauthors": [ { "first_name": "Steven", "middle_name": "", "last_name": "Schwering", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Maryellen", "middle_name": "", "last_name": "MacDonald", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29651/galley/19509/download/" } ] }, { "pk": 29439, "title": "Reconstructing Maps from Text", "subtitle": null, "abstract": "Previous research has demonstrated that Distributional\nSemantic Models (DSMs) are capable of reconstructing maps\nfrom news corpora (Louwerse & Zwaan, 2009) and novels\n(Louwerse & Benesh, 2012). The capacity for reproducing\nmaps is surprising since DSMs notoriously lack perceptual\ngrounding (De Vega et al., 2012). In this paper we investigate\nthe statistical sources required in language to infer maps, and\nresulting constraints placed on mechanisms of semantic\nrepresentation. Study 1 brings word co-occurrence under\nexperimental control to demonstrate that direct co-occurrence\nin language is necessary for traditional DSMs to successfully\nreproduce maps. Study 2 presents an instance-based DSM that\nis capable of reconstructing maps independent of the frequency\nof co-occurrence of city names.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic memory; spatial cognition; embodiment" } ], "section": "Language and Meaning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xd9145s", "frozenauthors": [ { "first_name": "Johnathan", "middle_name": "E.", "last_name": "Avery", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29439/galley/19299/download/" } ] }, { "pk": 29599, "title": "Recurrent top-down synaptic connections at different spatial frequencies helpdisambiguate between dynamic emotions", "subtitle": null, "abstract": "The coarse-to-fine hypothesis posits that, in the Human visualsystem, a coarse representation of visual information is propa-gated quickly through the retina to the cortex, whereas a finer,more detailed representation is propagated more slowly. In aprevious study we showed that recurrent synaptic connectionshelp predict low intensity EFEs. Furthermore, a feedback loopcoming from coarser information processing is postulated toinfluence later processing of finer features. In this paper, weintend to examine the value of coarser information and recur-rence in the processing of dynamic Emotional Facial Expres-sions (EFE). In a step forward in studying the importance ofrecurrent connectivity in the coarse-to-fine model, we testedits advantage for discriminating emotions for different spatialfrequencies and facial expression intensities. Using ArtificialNeural Networks, we modeled recurrent synaptic connectionswith a recurrent feedback loop. Using a Gabor filter bank, wecomputed different levels of spatial frequency features. Our re-sults replicate the advantage of recurrence at first facial expres-sion intensities. Our main finding is that the recurrent model isalso better when predicting high spatial frequencies features.Additionally, mid-to-low spatial frequencies are more usefulto the prediction of EFEs. We conclude that feature process-ing feedback has a significant effect in disambiguating facialexpressions when information is particularly complex, i.e., athigh spatial frequencies and low EFE intensities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Proactive Brain" }, { "word": "Neural Network modeling" }, { "word": "Emotional Facial Expressions" }, { "word": "Spatial Frequencies." } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8414h2fk", "frozenauthors": [ { "first_name": "Erwan", "middle_name": "", "last_name": "David", "name_suffix": "", "institution": "Goethe-Universität Frankfurt", "department": "" }, { "first_name": "Yannick", "middle_name": "", "last_name": "Bourrier", "name_suffix": "", "institution": "Université Grenoble Alpes", "department": "" }, { "first_name": "Roman", "middle_name": "", "last_name": "Vuillaume", "name_suffix": "", "institution": "Université de Bourgogne", "department": "" }, { "first_name": "Martial", "middle_name": "", "last_name": "Mermillod", "name_suffix": "", "institution": "Univ. Grenoble Alpes, Univ. Savoie Mont Blanc", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29599/galley/19458/download/" } ] }, { "pk": 29516, "title": "Recursive Adversarial Reasoning in the Rock, Paper, Scissors Game", "subtitle": null, "abstract": "In this study, we investigate people’s ability to predict andadapt to the behavior of others in order to make plans of theirown, a cornerstone of cooperative and competitive behavior.Participants played 300 rounds of rock, paper, scissors againstanother human player. We investigate the degree to which par-ticipants are able to identify patterns in their opponent’s be-havior in order to exploit them in subsequent rounds. We findstrong evidence that participants exploit their opponents overthe course of 300 rounds, suggesting that people identify de-pendencies in their opponent’s move choices during the game.Nonetheless, analysis of dependencies across participant movechoices reveals that people exhibit a number of regularities intheir own moves. Based on these dependencies, we argue thatparticipants are far from optimal in their exploiting, suggestingthat there are substantial constraints on people’s ability to iden-tify and adapt to patterned opponent behavior across repeatedinteractions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "adaptive reasoning; adversarial reasoning; non-cooperative games; rock paper scissors" } ], "section": "Pragmatics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4sp2722s", "frozenauthors": [ { "first_name": "Erik", "middle_name": "", "last_name": "Brockbank", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29516/galley/19376/download/" } ] }, { "pk": 29685, "title": "Redder reds, redder purples, but not redder blues: color gradability knowledgeamong blind and sighted adults", "subtitle": null, "abstract": "A key characteristic of color perception is that it both categorical and continuous. This is reflected in graded color ad-jective use. This red fruit is redder than the other red fruit sounds more natural than this red fruit is redder than the bluefruit (Kennedy & McNally, 2010). We examined the contribution of first-person sensory experience to color gradabilityunderstanding by working with congenitally blind adults. Blind (n=20) and sighted (n=15) adults rated the naturalness ofstatements describing two objects of the same color (two red mugs), dissimilar colors (red mug, blue mug) or similar col-ors (red mug, purple mug). Both groups judged redder as most natural for two red objects, least for objects with differentcolors (red/blue) and intermediate for objects with similar colors (red/purple). Color similarity had a larger effect for thesighted group. Understanding color gradability does not require first-person perception.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1062s9nz", "frozenauthors": [ { "first_name": "Marina", "middle_name": "", "last_name": "Bedny", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Judy", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29685/galley/19542/download/" } ] }, { "pk": 29731, "title": "Reducing retrieval time modulates the production effect", "subtitle": null, "abstract": "Memory is reliably enhanced for information read aloud compared with information read silentlythe production effect.Three preregistered experiments examined whether the production effect arises from a time-consuming recollective processoperating at test that benefits items that were produced at study. To accomplish this, participants were required to respondwithin a short deadline under the assumption that a time-consuming recollective process would be less able to operatewhen less time is available. If so, the production effect under speeded responding instructions should be reduced relativeto a standard nonspeeded condition. Results generally supported this prediction. However, even under speeded respondinginstructions, there was a robust production effect, potentially suggesting that other, more rapid, processes also contributeto the production 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/9d68p9fz", "frozenauthors": [ { "first_name": "Megan", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Xinyi", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Colin", "middle_name": "", "last_name": "MacLeod", "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": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29731/galley/19588/download/" } ] }, { "pk": 29621, "title": "Reducing the illusion of explanatory depth: A new approach to boostingintervention", "subtitle": null, "abstract": "This study demonstrates a new approach for boosting peoples decision-making abilities. Previous studies have demon-strated that those who have less knowledge are more likely to make a scientifically biased decision. Therefore, we canexpect that providing them with more knowledge can reduce their biases. However, since people have difficulty changingtheir minds in response to knowledge that contradicts their opinions, it is unclear whether people accept and appropriatelyunderstand the provided knowledge. To more efficiently help these people, this study focused on the illusion of explanatorydepth, which means that the knowledge people think they have is greater than the knowledge they actually possess. Weconducted two experiments and demonstrated that (i) those who had a stronger illusion of explanatory depth were morelikely to make a logically biased decision, and (ii) by informing them of their illusion and providing them with objectiveknowledge, we could reduce their bias.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tv236zk", "frozenauthors": [ { "first_name": "Shuma", "middle_name": "", "last_name": "Iwatani", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "Yasuda Women’s University", "department": "" }, { "first_name": "Yurina", "middle_name": "", "last_name": "Otaki", "name_suffix": "", "institution": "Hitotsubashi University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29621/galley/19479/download/" } ] }, { "pk": 29568, "title": "Reducing the Perceived Reliability of an External Store Reduces Susceptibility toExternal Store Manipulation.", "subtitle": null, "abstract": "Offloading cognition to external stores is practiced ubiquitously in daily life (e.g., counting on fingers, writing lists), yetis a relatively new area of investigation within cognitive science. Previous experiments have assessed the benefits anddownfalls, including participants lowered memory for offloaded information that is no longer available (Gardony et al.,2013; Sparrow et al., 2011). In addition, when offloading, individuals appear susceptible to manipulations of their externalstore (Risko et al., 2019). Here we report an experiment investigating how the perceived reliability of an external storeaffects individuals susceptibility to manipulation of that store. Consistent with previous research, results suggest thatthe majority of participants do not notice an item inserted into their external store. However, once cued to this event,individuals do become more likely to subsequently notice a manipulation of their external store. Implications of thisresearch for our understanding of distributed memory systems will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58d1k2sx", "frozenauthors": [ { "first_name": "April", "middle_name": "", "last_name": "Pereira", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Megan", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Risko", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29568/galley/19428/download/" } ] }, { "pk": 30033, "title": "Referent Management in Discourse: The Accessibility of Weak Definites", "subtitle": null, "abstract": "In this paper, we experimentally investigate the discourse prop-erties of weak definites (go to the doctor), and compare themto indefinites (go to a doctor) in German. While indefinite andweak definite noun phrases are highly similar when it comesto their sentence-level meaning, our visual world eye trackingstudy shows that weak definites are significantly less accessi-ble than indefinites when an ambiguous pronoun needs to beresolved in the subsequent discourse. However, contra someaccounts of weak definites, our results also show that it is verymuch possible for an anaphoric expression to access a weakdefinite. In sum, our experiment suggests that weak definitesintroduce new referents into a discourse, but that those refer-ents are embedded into an event structure associated with thestereotypical meaning of a weak definite construction. As a re-sult, referents introduced by weak definites are less prominentthan referents introduced by indefinites.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "weak definites; discourse processing; referentmanagement; pronoun resolution; accessibility" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cr5t4jv", "frozenauthors": [ { "first_name": "Andreas", "middle_name": "", "last_name": "Brocher", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Frederike", "middle_name": "", "last_name": "Weeber", "name_suffix": "", "institution": "University of Cologne", "department": "" }, { "first_name": "Jet", "middle_name": "", "last_name": "Hoek", "name_suffix": "", "institution": "University of Cologne", "department": "" }, { "first_name": "Klaus", "middle_name": "", "last_name": "von Heusinger", "name_suffix": "", "institution": "University of Cologne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30033/galley/19887/download/" } ] }, { "pk": 29728, "title": "Reinforcement of Semantic Representations in Pragmatic Agents Leads to theEmergence of a Mutual Exclusivity Bias", "subtitle": null, "abstract": "We present a novel framework for building pragmatic artificialagents with explicit and trainable semantic representations, us-ing the Rational Speech Act model. We train our agents onsupervised and unsupervised communication games and com-pare their behavior to literal agents lacking pragmatic abilities.For both types of games pragmatic but not literal agents evolvea mutual exclusivity bias. This provides a computational prag-matic account of mutual exclusivity and points out a possi-ble direction for solving the mutual exclusivity bias challengeposed by Gandhi and Lake (2019). We find that pragmaticreasoning can cause the bias either by promoting lexical con-straints during learning, or by affecting online inference. In ad-dition we show that pragmatic abilities lead to faster learningand that this advantage is even stronger when meanings to becommunicated follow a more natural distribution as describedby Zipf’s law.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mutual exclusivity; reinforcement learning; Ratio-nal Speech Act model; gradient-based learning" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rh0d52r", "frozenauthors": [ { "first_name": "Xenia", "middle_name": "", "last_name": "Ohmer", "name_suffix": "", "institution": "University of Osnabrueck", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Konig", "name_suffix": "", "institution": "University of Osnabrueck", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "University of Osnabrueck", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29728/galley/19585/download/" } ] }, { "pk": 29834, "title": "Relational reasoning and generalization using non-symbolic neural networks", "subtitle": null, "abstract": "Humans have a remarkable capacity to reason about abstract relational structures, an ability that may support some ofthe most impressive, human-unique cognitive feats. Equality (or identity) reasoning has been a key case study of abstractrelational reasoning. This paper revisits the question of whether equality can be learned in non-symbolic neural networks.We find that simple neural networks are able to learn basic equality with relatively little training data. In a second casestudy, we show that sequential equality problems (learning ABA sequences) can be solved with only positive traininginstances. Finally, we consider a more complex, hierarchical equality problem, and find that this task can be solved witheither avast amount of training data or pre-training on basic equality. Overall, these findings indicate that neural modelsare able to solve equality-based reasoning tasks, suggesting that essential aspects of symbolic reasoning can emerge fromdata-driven,non-symbolic learning processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07g9963b", "frozenauthors": [ { "first_name": "Atticus", "middle_name": "", "last_name": "Geiger", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Alexandra", "middle_name": "", "last_name": "Carstensen", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Potts", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29834/galley/19688/download/" } ] }, { "pk": 29503, "title": "Relation learning in a neurocomputational architecture supports cross-domaintransfer", "subtitle": null, "abstract": "Humans readily generalize, applying prior knowledge to novelsituations and stimuli. Advances in machine learning have be-gun to approximate and even surpass human performance, butthese systems struggle to generalize what they have learnedto untrained situations. We present a model based on well-established neurocomputational principles that demonstrateshuman-level generalisation. This model is trained to play onevideo game (Breakout) and performs one-shot generalisationto a new game (Pong) with different characteristics. The modelgeneralizes because it learns structured representations that arefunctionally symbolic (viz., a role-filler binding calculus) fromunstructured training data. It does so without feedback, andwithout requiring that structured representations are specifieda priori. Specifically, the model uses neural co-activation todiscover which characteristics of the input are invariant and tolearn relational predicates, and oscillatory regularities in net-work firing to bind predicates to arguments. To our knowledge,this is the first demonstration of human-like generalisation ina machine system that does not assume structured representa-tions to begin with.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "predicate learning; generalisation; neural net-works; symbolic-connectionism; neural oscillations" } ], "section": "Forms of Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35v29557", "frozenauthors": [ { "first_name": "Leonidas", "middle_name": "A. A.", "last_name": "Doumas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Guillermo", "middle_name": "", "last_name": "Puebla", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Andrea", "middle_name": "E.", "last_name": "Martin", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "John", "middle_name": "E.", "last_name": "Hummel", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29503/galley/19363/download/" } ] }, { "pk": 29779, "title": "Relations between the Home and Cognitive Development in Nicaraguan Children", "subtitle": null, "abstract": "Early childhood home environments are well understood to be foundational for cognitive development, yet their relation-ship to specific cognitive skills is challenging to understand empirically in low resourced nations, leading to lack of clarityabout the roles of socialization versus maturation. We examine the contributions of environmental context on culturallyadapted versions of executive functioning (EF; inhibitory control), expressive language, and reasoning tasks (spatial andrelational reasoning) in a representative sample of 1,834 children (24-59 month-olds) in Nicaragua. Multivariate regres-sions revealed children with highly structured homes and enrollment in early education in this context exhibited higherEF, expressive language and reasoning skills, explaining cognitive skills better than socioeconomic status. These resultssuggest these cognitive skills are malleable and impacted by the home context. Language and reasoning skills were alsorelated to more social partners, suggesting language and reasoning are more tied to social interaction than EF.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7ds8t6hn", "frozenauthors": [ { "first_name": "Elayne", "middle_name": "", "last_name": "Vollman", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Lindsey", "middle_name": "", "last_name": "Richland", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29779/galley/19633/download/" } ] }, { "pk": 29980, "title": "Relationship between Social Support and Posttraumatic Growth for KoreanFirefighters", "subtitle": null, "abstract": "Firefighters are exposed to elevated levels of potentially traumatizing events through the course of their work. Suchexposure can have lasting negative consequences (e.g., posttraumatic stress disorder (PTSD)) and/or positive outcomes(e.g., posttraumatic growth (PTG)). Research had implicated trauma, occupational and personal variables that account forvariance in posttrauma outcomes yet at this stage no research has investigated these factors and their relative influenceon both PTSD and PTG in a single study. Based in Calhoun and Tedeschi’s model of PTG and previous research, in thisstudy regression models of PTG and PTSD symptoms among 610 firefighters were tested. Results indicated organisationalfactors predicted symptoms of PTSD, while there was partial support for the hypothesis that coping and social supportwould be predictors of PTG. Increases in PTG were predicted by experiencing trauma from multiple sources and the useof selfcare coping.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3165k1rg", "frozenauthors": [ { "first_name": "Hyejin", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Gachon University", "department": "" }, { "first_name": "Jasmin", "middle_name": "Jeeyeh", "last_name": "Shin", "name_suffix": "", "institution": "Gachon University", "department": "" }, { "first_name": "Jeong", "middle_name": "", "last_name": "Ryu", "name_suffix": "", "institution": "Seokyeong University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29980/galley/19834/download/" } ] }, { "pk": 29501, "title": "Relative deprivation and social identity in laboratory based riots: A model", "subtitle": null, "abstract": "Though extreme events, riots are key signals of well-being in societies. Without understanding the psychological mecha-nisms behind them, however, it is difficult to discern the social changes that need to be made in order to reduce both theriots themselves and their underlying causes. In this work we use computational models to test both relative deprivationand social identity as explanations for data from a novel experimental framework, Parklife, which provides data on howand when individuals riot in the laboratory. Our models show that whilst norm formation and distinctiveness are importantfactors in explaining the behaviour of participants in Parklife, relative deprivation is a key and necessary mechanism inthe increase in anti-social behaviour observed in disadvantaged groups. This work offers the first direct test of relativedeprivation within a specialised system, and shows the power of computational simulations in connecting theories withdata, helping us to test hypotheses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Social Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3z1263sq", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Allen", "name_suffix": "", "institution": "UCL", "department": "" }, { "first_name": "Guillaume", "middle_name": "", "last_name": "Dezecache", "name_suffix": "", "institution": "Universite Clermont Auvergne", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Richardson", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29501/galley/19361/download/" } ] }, { "pk": 29686, "title": "Reliable Idiographic Parameters From Noisy Behavioral Data: The Case ofIndividual Differences in a Reinforcement Learning Task", "subtitle": null, "abstract": "Behavioral data, though has been an influential index oncognitive processes, is under scrutiny for having poorreliability as a result of noise or lacking replications ofreliable effects. Here, we argue that cognitive modeling canbe used to enhance the test-retest reliability of the behavioralmeasures by recovering individual-level parameters frombehavioral data. We tested this empirically with theProbabilistic Stimulus Selection (PSS) task, which is used tomeasure a participant’s sensitivity to positive or negativereinforcement. An analysis of 400,000 simulations from anAdaptive Control of Thought - Rational (ACT-R) model ofthis task showed that the poor reliability of the task is due tothe instability of the end-estimates: because of the way thetask works, the same participants might sometimes end uphaving apparently opposite scores. To recover the underlyinginterpretable parameters and enhance reliability, we used aBayesian Maximum A Posteriori (MAP) procedure. We wereable to obtain reliable parameters across sessions (IntraclassCorrelation Coefficient ~ 0.5), and showed that this approachcan further be used to provide superior measures in terms ofreliability, and bring greater insights into individualdifferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Probabilistic Stimulus Selection task; ReliabilityTest; Basal Ganglia; Direct and Indirect pathways;Computational Modeling; ACT-R" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4jf1h41h", "frozenauthors": [ { "first_name": "Yinan", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Stocco", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29686/galley/19543/download/" } ] }, { "pk": 29474, "title": "Repetition Suppression in Low- and High-Order Regions of the Primate Visual\nCortex", "subtitle": null, "abstract": "Stimulus recency has a strong effect on both behavior and\nneural responses. Its effects on neural responses have been\nmost closely studied in the visual system in inferotemporal\ncortex (IT) in which recency gives rise to suppressed\nresponses by a phenomenon known as repetition suppression.\nThis observation has led to many possible explanations of\nhow repetition suppression arises in the visual system. Here,\nwe explore three of them: (1) top-down, (2) bottom-up and (3)\nindependently in each brain region. Each of these accounts\nmakes different predictions about the pattern of effects at\ndifferent stages in visual processing for cases in which the\nstimulus either is or is not a match for the location or the\nidentity of the preceding stimulus. We tested these predictions\nby recording from neurons in IT and V2, two separate stages\nof processing, while monkeys viewed displays of repeated\nand non-repeated image sequences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "monkey; repetition suppression; IT; V2; visual;\nneuron; object; representation; top-down; bottom-up" } ], "section": "Comparative and Cultural Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6335725v", "frozenauthors": [ { "first_name": "Nathaniel", "middle_name": "P.", "last_name": "Williams", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Carl", "middle_name": "R.", "last_name": "Olson", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29474/galley/19334/download/" } ] }, { "pk": 30160, "title": "Representational complexity and pragmatics cause the monotonicity effect", "subtitle": null, "abstract": "Psycholinguistic studies have repeatedly demonstrated thatdownward entailing (DE) quantifiers are more difficult to pro-cess than upward entailing (UE) ones. We contribute to thecurrent debate on cognitive processes causing the monotonic-ity effect by testing predictions about the underlying processesderived from two competing theoretical proposals: two-stepand pragmatic processing models. We model reaction timesand accuracy from two verification experiments (a sentence-picture and a purely linguistic verification task), using the dif-fusion decision model (DDM). In both experiments, verifica-tion of UE quantifier more than half was compared to verifica-tion of DE quantifier fewer than half. Our analyses revealedthe same pattern of results across tasks: Both non-decisiontimes and drift rates, two of the free model parameters of theDDM, were affected by the monotonicity manipulation. Thus,our modeling results support both two-step (prediction: non-decision time is affected) and pragmatic processing models(prediction: drift rate is affected).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "monotonicity; quantifiers; semantic representa-tions; pragmatics; diffusion decision mode" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6417z0m0", "frozenauthors": [ { "first_name": "Fabian", "middle_name": "", "last_name": "Schlotterbeck", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Sonia", "middle_name": "", "last_name": "Ramotowska", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Leendert", "middle_name": "", "last_name": "van Maanen", "name_suffix": "", "institution": "Utrecht University", "department": "" }, { "first_name": "Jakub", "middle_name": "", "last_name": "Szymanik", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30160/galley/20014/download/" } ] }, { "pk": 30069, "title": "Representing Typological Prevalence in Graph-Based Semantic Maps", "subtitle": null, "abstract": "A graph-based semantic map is a visual representation of presumptively universal conceptual structure underlying seman-tic variation across languages. In such maps, vertices (nodes) represent semantic functions (e.g., the spatial relation ofsupport) and edges connect conceptually similar functions. Using an algorithm that selects edges based on the frequencywith which pairs of semantic functions co-occur across words (or other linguistic forms), Regier and colleagues inferredparsimoniousbut not maximally informativesemantic maps from cross-language data on indefinite pronouns and spatial re-lations. Here, using the same data, we present several alternative map inference methods that prioritize informativeness byaccounting for typological prevalencethe frequency with which pairs of semantic functions co-occur across languagesviathe selection and/or weighting of edges. We suggest that these methods may provide a more complete picture of theuniversal conceptual bases of cross-language semantic variation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/21k0653j", "frozenauthors": [ { "first_name": "Qichao", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Beth", "middle_name": "", "last_name": "Malmskog", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30069/galley/19923/download/" } ] }, { "pk": 29803, "title": "Requisite Variety, Cognition, and Scientific Change", "subtitle": null, "abstract": "Multiple theories of scientific change have been prominently\npromulgated since Kuhn. A quasi-discipline “Scientonomy” has\neven been proposed to formalize these theories. The cybernetics\nprinciple known as “The Law of Requisite Variety (LRV)” when\ncombined with cognitive science insights regarding categorization\nand its ilk can be used to chart one such formalism. LRV holds that\ncontrol/prediction can only be assured when the internal\ncomplexity of a system matches the external complexity it\nconfronts The key indicator of an activity directed at scientific\nchange comes from examinations of the models which scientists\ndeploy in attempting to link pre-existing explanations with new\nproblems to be explained. Normal science is a reductive activity –\nlimiting the variety encountered. Innovative science is the process\nof expanding such variety, and scientific change is what happens\nwhen the innovative crosses the threshold for normal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "scientific change; requisite variety; cybernetics" }, { "word": "scientonomy" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7s78j8bz", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Lissack", "name_suffix": "", "institution": "University, Shanghai, China", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29803/galley/19657/download/" } ] }, { "pk": 30066, "title": "Research-Based Teaching Practices for Improving Students’ Understanding ofMathematical Equivalence Have Not Made it into Elementary Classrooms", "subtitle": null, "abstract": "Elementary math instruction traditionally has emphasizedprocedures rather than concepts. Thus, students tend to lack astrong understanding of foundational concepts likemathematical equivalence. Cognitive scientists andmathematics educators have found small yet effective ways tomodify traditional arithmetic instruction to promote students’conceptual understanding of math equivalence. Educationalstandards also now reflect this academic research. However, itis unclear whether classroom practices have caught up withresearch and policy. In the current study, we observed teachers’practices during arithmetic instruction. The goal was todetermine if teachers are using research-based practices thatpromote understanding of math equivalence and if variation inuse of research-based practices is associated with students’growth in understanding of math equivalence across the schoolyear. Eight second and third grade classrooms (M students perclassroom = 23) were observed twice during math instruction.Students completed a math test both before and after theobservation period. Research-based practices were rarelyobserved in any classrooms, so there was not much variation inclassroom use of research-based practices to predict studentgrowth. Students improved their performance on all problemtypes tested, but performance on math equivalence problemswas significantly lower than on other problem types. Resultssuggest that policies and practices designed to improvestudents’ understanding of math equivalence may not havefiltered down to affect instructional practices in classrooms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mathematical equivalence; mathematics instruction;conceptual understanding; pre-algebra; mathematical cognition" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56b4n1nh", "frozenauthors": [ { "first_name": "Elena", "middle_name": "M.", "last_name": "Silla", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Caroline", "middle_name": "Byrd", "last_name": "Hornburg", "name_suffix": "", "institution": "Virginia Tech", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Kloser", "name_suffix": "", "institution": "University of Notre Dame", "department": "" }, { "first_name": "Nicole", "middle_name": "M.", "last_name": "McNeil", "name_suffix": "", "institution": "University of Notre Dame", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30066/galley/19920/download/" } ] }, { "pk": 30080, "title": "Resource management across brain regions supports auditory and visual-spatialprocessing in older age: An ERSP Study", "subtitle": null, "abstract": "Investigating how the brain integrates multi-modal information is critical for understanding the deleterious effects of ageon performance for tasks that integrate visual and auditory stimuli (e.g., driving or flying). We report on how auditoryprocessing was impacted by age during the encoding and maintenance phases of a visual-spatial task using electroen-cephalography in a sample of 10 older (50-80 years) and 10 younger (18-32 years) participants. Event-related spectralperturbation analyses reveal how both the online processing and memory stages of visual-spatial working memory tasksaffected auditory processes differentially across the age groups. Results reveal that older age may restrict the resourcesavailable for online processing of auditory information, particularly in brain regions that are also normally lateralizedfor visual-spatial tasks. Our findings point to the importance of designing interfaces, such as those found in aircraft orautomobiles, that support optimal performance and accommodate normal age-related changes in neural processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27m1f1gb", "frozenauthors": [ { "first_name": "Melanie", "middle_name": "", "last_name": "Turabian", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Kathleen", "middle_name": "", "last_name": "Van Benthem", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Herdman", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30080/galley/19934/download/" } ] }, { "pk": 30081, "title": "Resource-rational Task Decompositionto Minimize Planning Costs", "subtitle": null, "abstract": "People often plan hierarchically. That is, rather than planningover a monolithic representation of a task, they decompose thetask into simpler subtasks and then plan to accomplish those.Although much work explores how people decompose tasks,there is less analysis of why people decompose tasks in theway they do. Here, we address this question by formalizingtask decomposition as a resource-rational representation prob-lem. Specifically, we propose that people decompose tasks ina manner that facilitates efficient use of limited cognitive re-sources given the structure of the environment and their ownplanning algorithms. Using this model, we replicate severalexisting findings. Our account provides a normative explana-tion for how people identify subtasks as well as a frameworkfor studying how people reason, plan, and act using resource-rational representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "planning; task decomposition; option discovery;hierarchical reinforcement learning; subgoals" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/72s0v38j", "frozenauthors": [ { "first_name": "Carlos", "middle_name": "G.", "last_name": "Correa", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Mark", "middle_name": "K.", "last_name": "Ho", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Fred", "middle_name": "", "last_name": "Callaway", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30081/galley/19935/download/" } ] }, { "pk": 29534, "title": "Restricted Access to Working Memory Does Not Prevent CumulativeImprovement in a Cultural Evolution Task.", "subtitle": null, "abstract": "Some theories propose that human cumulative culture is dependent on System 2 cognitive processes. We aimed to restrictaccess to adults executive functions via a dual-task paradigm, to assess whether this reduced their ability to improveupon information provided by a computer model. 206 participants completed a grid-search task in conjunction with aworking-memory task and a matched control, with the aim of outperforming an example attempt observed vicariously,presented on the computer. Participants behaviour was then used to simulate the outcome if the task was iterated overmultiple generations. Simulations run using the data showed that, across all conditions, participant behaviour would leadto cumulatively increasing scores over successive generations. However, scores plateaued without reaching the maximum.Overall, the task did not provide clear evidence that working-memory directly facilitates cumulative cultural evolution.However, differences between conditions may have been masked by offloading task demands to the concurrent working-memory task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6w66q17z", "frozenauthors": [ { "first_name": "Juliet", "middle_name": "", "last_name": "Dunstone", "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": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29534/galley/19394/download/" } ] }, { "pk": 29596, "title": "Retreat from overgeneralization errors: Broad verb classes are harder to inducethan narrow classes", "subtitle": null, "abstract": "One of the biggest puzzles in language acquisition is concerned with how children retreat from overgeneralization errorsin valence alternations, for example the ditransitive alternation. Pinker (1989) proposes that children are susceptible toovergeneralization when they acquire broad verb semantic classes initially and they recover when they acquire narrow verbclasses later. To empirically test this hypothesis, we devised a computational framework that automatically induces verbclasses from text data, by combining state-of-art word embeddings (Pennington, Socher & Manning, 2014) with graphalgorithms (Steyvers & Tenenbaum, 2005; Von Luxburg, 2007). We selected three representative valence alternationsfrom Levin (1993) and tested Pinkers hypothesis on five naturalistic language production corpora. Our results demonstratethat contrary to Pinkers predictions, broad verb classes are harder to induce than narrow classes and that semantic classesmay not be the primary mechanism that accounts for childrens retreat from overgeneralization errors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/121946st", "frozenauthors": [ { "first_name": "Hao", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "Astound.AI", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29596/galley/19455/download/" } ] }, { "pk": 29820, "title": "Retrieving a Distant Analog From Memory in Daily Life is Very Unlikely, Evenin Optimal Conditions of Encoding", "subtitle": null, "abstract": "Against the typical results from laboratory studies, it has beensuggested that retrieving distant analogs might be easy in real-life, where we tend to encode familiar situations with expert-like schemas. In each of two experiments, we formed twogroups of participants who, as determined by a questionnairepresented during a first session, had reported that they haveexperienced an event corresponding to a schema-governedcategory (Experiment 1) or to a system of schema-governedcategories (Experiment 2). While the episodes reported by oneof the groups belonged to the same domain as the target analogto be presented during the second session, those of the othergroup belonged to a different thematic domain. During atemporally and contextually separated session, the experimenterspresented both groups with a target analog belonging to theschema-governed category for which participants had reporteda base analog. Participants had to retrieve an autobiographicalepisode that they considered analogous to the situationpresented by the experimenter. In line with traditional studies,we found that retrieving distant instances of relationalcategories is much more difficult than retrieving closeinstances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; retrieval; transfer; relational category" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jp7x4c7", "frozenauthors": [ { "first_name": "Valeria", "middle_name": "", "last_name": "Olguín", "name_suffix": "", "institution": "University of Comahue", "department": "" }, { "first_name": "L.", "middle_name": "Micaela", "last_name": "Tavernini", "name_suffix": "", "institution": "University of Comahue", "department": "" }, { "first_name": "Máximo", "middle_name": "", "last_name": "Trench", "name_suffix": "", "institution": "University of Comahue", "department": "" }, { "first_name": "Ricardo", "middle_name": "A.", "last_name": "Minervino", "name_suffix": "", "institution": "University of Comahue", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29820/galley/19674/download/" } ] }, { "pk": 29472, "title": "Reverse engineering the origins of visual intelligence", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual development; newborn; controlled rearing;innate; object recognition; machine learning; ANN models" } ], "section": "Comparative and Cultural Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08c6326k", "frozenauthors": [ { "first_name": "Justin", "middle_name": "N.", "last_name": "Wood", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Donsuk", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Brian", "middle_name": "W.", "last_name": "Wood", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Samantha", "middle_name": "M. W.", "last_name": "Wood", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29472/galley/19332/download/" } ] }, { "pk": 29807, "title": "Rhythmic abilities in prereaders predict future reading skills", "subtitle": null, "abstract": "Rhythmic abilities have been related to language processing skills such as phonological awareness, rise time discriminationand verbal memory. Following this reasoning, they have also been linked to reading acquisition. In particular, in prereaders,tapping to a beat, a task that entails rhythmic processing through auditory-motor synchronization (AMS), has shown todiscriminate children with poor and good phonological skills. However, evidence regarding how the AMS-reading linkdevelops through time, starting before reading instruction, is scarce. In the present study, we followed a large sample of600 children from kindergarten to second grade, through a digital assessment of literacy and literacy-related skills, as wellas rhythmic abilities. We found that AMS in K5 uniquely contributes to future reading performance, above and beyondphonological skills. These findings underscore the role of rhythmic abilities in reading acquisition, and its relation tophonological processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8102k92t", "frozenauthors": [ { "first_name": "Camila", "middle_name": "", "last_name": "Zugarramurdi", "name_suffix": "", "institution": "Universidad de la Republica", "department": "" }, { "first_name": "Manuel", "middle_name": "", "last_name": "Carreiras", "name_suffix": "", "institution": "Basque Center on Cognition", "department": "" }, { "first_name": "Juan", "middle_name": "", "last_name": "Valle-Lisboa", "name_suffix": "", "institution": "Universidad de la Republica", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29807/galley/19661/download/" } ] }, { "pk": 29996, "title": "Risk preferences in option generation: Do risk-takers generate more risky coursesof action?", "subtitle": null, "abstract": "Decision making research typically focuses on choices between predetermined sets of options. In many real-world de-cisions, however, individuals must generate potential courses of action themselves. Individual differences in processesinvolved in option generation therefore influence which actions are considered. We examined the role of one such fac-tor: the propensity to take risks. We hypothesized that risk-taking propensity would be related to the generation of morerisky actions associated with uncertain or unfavorable outcomes. Participants generated options in ill-structured situationsand rated the perceived risk associated with each option. As predicted, higher risk-taking propensity was associated withincreased generation of risky options that could lead to unfavorable outcomes. The riskiness of generated options wasalso related to affective state, consistent with prior evidence of emotional influences on risky decision making. The find-ings suggest that both real-life risk-taking and risky option generation arise from common cognitive processes involved inresponding to uncertainty.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9345f88x", "frozenauthors": [ { "first_name": "Meagan", "middle_name": "", "last_name": "Padro", "name_suffix": "", "institution": "University of North Carolina at Chapel Hill", "department": "" }, { "first_name": "Mitra", "middle_name": "", "last_name": "Mostafavi", "name_suffix": "", "institution": "University of North Carolina at Charlotte", "department": "" }, { "first_name": "Doug", "middle_name": "", "last_name": "Markant", "name_suffix": "", "institution": "University of North Carolina at Charlotte", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29996/galley/19850/download/" } ] }, { "pk": 30172, "title": "Risk Taking and Impulsivity in Boredom: an EEG investigation", "subtitle": null, "abstract": "Previous research on boredom suggest it function as an\nimportant self-regulatory signal, indicating that the current\nstate of the environment carries opportunity-costs and\ntherefore driving the need to explore alternative activities. Trait\nboredom proneness is associated with negative consequences\nincluding increased risk-taking and impulsivity. These\nfindings often rely on self-reports and not much is known about\nthe role of state and trait boredom in controlled laboratory\ntasks, or their neural correlates. Sixty-two participants\ncompleted the Balloon Analogue Risk Task and a go/no-go\ntask while electrical brain activity was recorded using EEG.\nResults showed that state boredom leads to impulsivity and\npoor performance monitoring, as evident by behavioral,\nsubjective and ERP metrics. Trait boredom was associated\nwith increased risk-taking, and modulated the correlation\nbetween errors and state boredom: high boredom proneness\nincreased the sensitivity of trait boredom to errors. Overall,\nthese findings emphasize the involvement of executive\nfunctions in the interaction between state and trait boredom.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Boredom; Risk-taking; Impulsivity; P3; FRN;\nERN; BART; Go/no-go;" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gw815cw", "frozenauthors": [ { "first_name": "Ofir", "middle_name": "", "last_name": "Yakobi", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Danckert", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30172/galley/20026/download/" } ] }, { "pk": 29542, "title": "Role of Working Memory in Language Activation during Visual Scene Processing", "subtitle": null, "abstract": "The current study examined the role of working memory in language activation during visual processing. Twenty-sixnative English speakers searched for a visual target while completing a concurrent linguistic memory task, a concurrentspatial memory task, or in the absence of dual-task demands. Linguistic activation was measured by comparing visualfixations to phonologically-overlapping items and control items whose names did not overlap with the target. Participantsexperienced significant phonological competition across all conditions, but memory load impacted the timing of competitorco-activation (delayed and more sustained under spatial load), as well as the magnitude (attenuated under both spatial andlinguistic loads) compared to the no-load condition. We conclude that linguistic representations are accessed duringvisual search even with concurrent cognitive loads, but that working memory influences the degree of language-basedcompetition, possibly by modulating the activation and maintenance of linguistic and spatial information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74n2312g", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Chabal", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Matias", "middle_name": "", "last_name": "Fernandez-Duque", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Sayuri", "middle_name": "", "last_name": "Hayakawa", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Viorica", "middle_name": "", "last_name": "Marian", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29542/galley/19402/download/" } ] }, { "pk": 29693, "title": "Scaling Uncertainty in Visual Perception and Estimation Tasks", "subtitle": null, "abstract": "Demographic perceptionthe perception of social quantities of geopolitical scale and social significancehas been extensivelystudied in cognitive and political science (Citrin & Sides, 2008; Gilens, 2001; Herda, 2013). Regular patterns of over-and under-estimation emerge which have historically been attributed to social factors such as fear of specific minorities(Gallagher, 2003; Wong, 2007). Other work has suggested that these patterns result from the psychophysics of the percep-tion of proportions (Landy, Guay & Marghetis, 2018). A Bayesian formulation suggests that biases in the estimation ofboth social proportions and simple visual properties result from a common source: hedging uncertain information towarda prior. Similar to work done by Zhang and Maloney (2012), we present a novel lab paradigm and two experiments thatfocus specifically on manipulating uncertainty in a simple (dot estimation) task, verifying the core assumptions of theBayesian approach.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xn7c5nv", "frozenauthors": [ { "first_name": "Eleanor", "middle_name": "", "last_name": "Schille-Hudson", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29693/galley/19550/download/" } ] }, { "pk": 30143, "title": "Schoolchildren’s Spatial Reasoning", "subtitle": null, "abstract": "We examine schoolchildren’s reasoning with spatial relations,\nsuch as ‘is to the left of’. Our aims are to obtain a more precise\naccount of the effect of working memory on reasoning, a more\ndetailed understanding of the internal representation of mental\nmodels and a developmental perspective. We discuss two\nexperiments in which 348 children, between eight and twelve\nyears old, needed to verify conclusions for 24 reasoning\nproblems describing the spatial relations between pieces of\nclothing. In both experiments, children in the experimental\ncondition were allowed to take notes by means of paper and\npencil. In both experiments we find that the participants\nspontaneously draw iconic representations of the items’ spatial\nordering, have a strong preference for only considering one\npossible state of affairs even when more are relevant, and that\nan explanation in terms of working memory capacity alone\ncannot fully explain the data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial reasoning; mental models; working\nmemory; developmental psychology" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tb4v00v", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Demiddele", "name_suffix": "", "institution": "KU Leuven", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Heyman", "name_suffix": "", "institution": "KU Leuven", "department": "" }, { "first_name": "Walter", "middle_name": "", "last_name": "Schaeken", "name_suffix": "", "institution": "KU Leuven", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30143/galley/19997/download/" } ] }, { "pk": 29689, "title": "Schrödinger’s Category: Active Learning in the Face of Label Ambiguity", "subtitle": null, "abstract": "Research on active category learning—i.e., where the learnermanipulates continuous feature dimensions of novel objects andreceives labels for their self-generated exemplars—has routinelyshown that people prefer to sample from regions of the space withhigh class uncertainty (near category boundaries). Prevailingaccounts suggest that this strategy facilitates an understanding of thesubtle distinctions between categories. However, prior work hasfocused on situations where category boundaries are rigid. Inactuality, the boundaries between natural categories are often fuzzyor unclear. Here, we ask: do learners pursue uncertainty samplingwhen labels at the boundary are themselves uncertain? To answerthis question, we introduce a fuzzy buffer around a target categorywhere conflicting labels are returned from two ‘teachers,’ then weevaluate how sampling and representation are affected. We find that,relative to the rigid boundary case, learners avoid uncertainty,opting to sample densely from highly certain regions of the targetcategory as opposed to its boundary. Subsequent generalization testsreveal that the sampling strategies encouraged by the fuzzyboundary negatively affected participants' grasp of categorystructure, even outside the fuzzy buffer zone.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning; category learning; fuzzy boundary" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9rh1p1qv", "frozenauthors": [ { "first_name": "John", "middle_name": "D.", "last_name": "Patterson", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" }, { "first_name": "Elisabeth", "middle_name": "A.", "last_name": "Karuza", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29689/galley/19546/download/" } ] }, { "pk": 29786, "title": "Science & engineering goals: Learning about the control-of-variable strategy from", "subtitle": null, "abstract": "Children struggle to conduct controlled tests, even with explicit instruction (Chen & Klahr, 1999). How learners approachmultivariable tasks can be affected by task goals; a scientist uncovers causal regularities whereas an engineer produceseffects (Klahr, et al., 2011). This study investigated whether science vs. engineering goals presented in a narrative picturebook influenced childrens ability to conduct a controlled test.Six-to-8-year-olds (N=72) were first pre-tested on their ability to design a controlled test of a variable predicting how fara ball travels down to a ramp. Children were then read a picture book that contained a science (conduct controlled test) orengineering (create faster ramp) goal. Next, they completed an identical post-test and transfer-test with two new variables.Childrens ability to design a controlled test improved significantly from pre- to post-test (p=.008) and marginally frompre-test to transfer (p=.067) in both conditions, suggesting that children learned from both 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/6pg2v67f", "frozenauthors": [ { "first_name": "Vaunam", "middle_name": "", "last_name": "Venkadasalam", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Lynn", "middle_name": "G.", "last_name": "Nguyen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Larsen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Angela", "middle_name": "", "last_name": "Nyhout", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Patricia", "middle_name": "", "last_name": "Ganea", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29786/galley/19640/download/" } ] }, { "pk": 30040, "title": "Seeking Meaning: Examining a Cross-situational Solution to Learn Action VerbsUsing Human Simulation Paradigm", "subtitle": null, "abstract": "To acquire the meaning of a verb, language learners not onlyneed to find the correct mapping between a specific verb andan action or event in the world, but also infer the underlyingrelational meaning that the verb encodes. Most verb naminginstances in naturalistic contexts are highly ambiguous as manypossible actions can be embedded in the same scenario andmany possible verbs can be used to describe those actions. Tounderstand whether learners can find the correct verb meaningfrom referentially ambiguous learning situations, we conductedthree experiments using the Human Simulation Paradigm withadult learners. Our results suggest that although finding theright verb meaning from one learning instance is hard, there isa statistical solution to this problem. When provided withmultiple verb learning instances all referring to the same verb,learners are able to aggregate information across situations andgradually converge to the correct semantic space. Even in caseswhere they may not guess the exact target verb, they can stilldiscover the right meaning by guessing a similar verb that issemantically close to the ground truth.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "verb learning" }, { "word": "action verb" }, { "word": "Human SimulationParadigm" }, { "word": "statistical learning" }, { "word": "cross-situational learning" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/62f132f7", "frozenauthors": [ { "first_name": "Yayun", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Indiana University – Bloomington", "department": "" }, { "first_name": "Andrei", "middle_name": "", "last_name": "Amatuni", "name_suffix": "", "institution": "Indiana University – Bloomington", "department": "" }, { "first_name": "Ellis", "middle_name": "", "last_name": "Cain", "name_suffix": "", "institution": "Indiana University – Bloomington", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University – Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30040/galley/19894/download/" } ] }, { "pk": 29865, "title": "Selective Numeracy: Effects of Numeracy, Popular-Science Reportsand Personal Experience on Data-Based Decision Making", "subtitle": null, "abstract": "In the current research, we investigated whether numeracy,scientific reports in the popular press, and personal experiencewere associated with people’s data-based decision making.We collected data from English-speaking adult participants(N = 187), residing in the United States and Canada, whowere recruited through Amazon Mechanical Turk andcompleted the online study. Results showed that participantswith higher numeracy were more likely to make the correctdata-based decision. However, participants used theirnumeracy selectively. They seemed to use their numeracyskills to confirm their own desire rather than to objectivelyevaluate the data or confirm reported scientific findings. Nosignificant association was found between personalexperience and data-based decision making. Future researchmay examine decision making across other, general-lifedomains to examine the replicability of the current results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Numeracy; Decision-making; Judgement" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vz8b35w", "frozenauthors": [ { "first_name": "Wan", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University in London", "department": "" }, { "first_name": "Marcie", "middle_name": "", "last_name": "Penner", "name_suffix": "", "institution": "University in London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29865/galley/19719/download/" } ] }, { "pk": 29762, "title": "Self-inferred desires to benefit self and other", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9508r1h0", "frozenauthors": [ { "first_name": "Ryan", "middle_name": "", "last_name": "Carlson", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Hongbo", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "University of California Santa Barbara", "department": "" }, { "first_name": "Molly", "middle_name": "", "last_name": "Crockett", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [] }, { "pk": 29529, "title": "Self-Other Similarity Modulates the Socially-Triggered Context-Based PredictionError Effect on Memory", "subtitle": null, "abstract": "The mind is a prediction machine, using prior experiences and current information to constantly make predictions aboutthe future. This feature of the cognitive system has numerous consequences for long-term memory. Here, we are interestedin the effects these predictions have on memory when invalidated (i.e., prediction errors) during social interactions witheither similar or dissimilar social sources. We designed an experiment in which both similar and dissimilar social sources(speakers) recounted experiences similar with those of the listeners but with a different outcome than those of the listeners.We measured participants memory for both their own and the two social sources experiences. In two experiments, we foundthat context-based prediction errors triggered during social interactions dont affect the listeners memory for their ownexperiences but decrease the listeners memory for the similar speakers experiences compared to the dissimilar speakersexperiences. This finding has important implications for close relationships.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1976b8h5", "frozenauthors": [ { "first_name": "Madalina", "middle_name": "", "last_name": "Vlasceanu", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Michael", "middle_name": "J", "last_name": "Morais", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Zidong", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Bornstein", "name_suffix": "", "institution": "University of California Irvine", "department": "" }, { "first_name": "Diana", "middle_name": "", "last_name": "Tamir", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Norman", "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": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29529/galley/19389/download/" } ] }, { "pk": 30025, "title": "Self-reference effect for faces is mediated by attention", "subtitle": null, "abstract": "Self is a central construct for various phenomenon in the history of psychology, and the pattern of being biased towardsthe information related to self is known as self-reference effect. Ones own face presents a unique stimuli to look at thecognitive processing self-reference effect. With help of two experiments, we investigated self-referential effect for facesand its relationship with attention. The first experiment looked at processing advantage for self-face compared to friendsface and a strangers face while participants performed orthogonal task of emotion perception. The second experimentinvolved manipulation of attention prior to emotion perception task used in experiment 1. Results indicate that RT forself-face were significantly shorter compared to friend face and stranger face. This processing advantage disappearedwhen cues were used prior to the attention task. We suggest that self-faces enhance processing by attentional capture.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55v6b1zh", "frozenauthors": [ { "first_name": "Aditi", "middle_name": "", "last_name": "Jublie", "name_suffix": "", "institution": "Indian Institute of Technology Kanpur", "department": "" }, { "first_name": "Devpriya", "middle_name": "", "last_name": "Kumar", "name_suffix": "", "institution": "Indian Institute of Technology Kanpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30025/galley/19879/download/" } ] }, { "pk": 30053, "title": "Semantic Adaptation in Quantifier Meanings in Preschool Aged Children", "subtitle": null, "abstract": "How flexible are children’s semantic representations? It is unknown whether children can adapt to different speaker’slanguage use and form speaker-specific representations to facilitate comprehension. Adults update their expectations abouthow a speaker uses quantifiers after exposure to the speaker (Yildirim et al., 2016). Here, we explore whether this abilityis also present in preschool-aged children. In Experiment 1, we show that preschoolers have adult-like expectations abouthow a generic speaker would use the quantifiers ’some’ (less than 50%) and ’many’ (greater than 50%). In Experiment 2,forty 4 and 5-year-olds (mean = 4.6) were exposed to a speaker who was biased to either prefer using ’some’ or ’many’ ina situation with a proportion of 50%. After exposure, participants updated their expectations about the use of ’some’ and’many’, such that they aligned better with the exposure speaker’s usage, suggesting that preschoolers are able to engage insemantic adaptation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3wg2m0j2", "frozenauthors": [ { "first_name": "Sophie", "middle_name": "", "last_name": "Regan", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Sebastian", "middle_name": "", "last_name": "Schuster", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Degen", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30053/galley/19907/download/" } ] }, { "pk": 29644, "title": "Semantic chunks save working memory resources:\ncomputational and behavioral evidence", "subtitle": null, "abstract": "It is now well-established that long-term memory (LTM)\nknowledge, such as semantic knowledge, supports the\ntemporary maintenance of verbal information in working\nmemory (WM). This is for instance characterized by the recall\nadvantage observed for semantically related (e.g. leaf - tree -\nbranch) over unrelated (e.g. mouse - wall - sky) lists of items\nin immediate serial recall tasks. However, the exact\nmechanisms underlying this semantic contribution remain\nunknown. In this study, we demonstrate through a convergent\napproach involving computational and behavioral methods that\nsemantic knowledge can be efficiently used to save attentional\nWM resources, thereby enhancing the maintenance of\nsubsequent to-be-remembered items. These results have\ncritical theoretical implications, and support models\nconsidering that WM relies on temporary activation within the\nLTM system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Working Memory; Computational Modeling;\nTBRS* model; Semantic Knowledge" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20b4p7qw", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Kowialiewski", "name_suffix": "", "institution": "Université Grenoble Alpes", "department": "" }, { "first_name": "Benoît", "middle_name": "", "last_name": "Lemaire", "name_suffix": "", "institution": "Université Grenoble Alpes", "department": "" }, { "first_name": "Sophie", "middle_name": "", "last_name": "Portrat", "name_suffix": "", "institution": "Université Grenoble Alpes", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29644/galley/19502/download/" } ] }, { "pk": 30092, "title": "Semantic influences on emergent preferences of word order:\nEvidence from silent gesture", "subtitle": null, "abstract": "Across the world’s languages, some word orders are more\ncommon. We focus on noun phrases, where it is more common\nfor adjectives to follow the noun than to precede it. Because the\ninterpretation of adjectives depends on the noun they modify,\nwe propose and evaluate the new hypothesis that the order N-\nADJ is more prevalent because it is beneficial for semantic\nprocessing. In a silent gesture task, speakers of four\ntypologically-unrelated languages (English, Mandarin, Arabic\nand Spanish) communicated noun phrase meanings to a\npartner. We find, first, that our task tracks the typologically-\npreferred orders of nouns, adjectives and numerals in the noun\nphrase. More importantly, we find support for our semantic\nprocessing hypothesis: size adjectives, whose interpretation\ndepend more on the noun they modify, were more likely to be\ngestured after the noun than shape adjectives whose\ninterpretation is less dependent on the noun they modify.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word order; noun phrase; adjectives; silent gesture;\nlinguistic universals; cognitive biases" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08t3g4fx", "frozenauthors": [ { "first_name": "Jida", "middle_name": "", "last_name": "Jaffan", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Gabrielle", "middle_name": "", "last_name": "Klassen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Jordan", "middle_name": "Ziqi", "last_name": "Yang", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Heller", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30092/galley/19946/download/" } ] }, { "pk": 29985, "title": "Sensitivity to Ostension is Not Sufficient for Pedagogical Reasoning by Toddlers", "subtitle": null, "abstract": "To investigate the role of ostensive cues in pedagogical\nreasoning, we explored whether toddlers, like preschoolers,\nwould copy causally implausible actions following a\npedagogical demonstration. Toddlers watched a demonstrator\nperform a two-action sequence (AB) on a puzzle-box that led\nto a reward. We manipulated the demonstrator’s intentionality\nand the causal plausibility of action A and examined how these\nfactors influenced copying behavior. Although toddlers were\nmore likely to copy A when it was causally plausible, they were\nnot influenced by the demonstrator’s intentionality.\nImportantly, toddlers were no more likely to copy the AB\nsequence following a pedagogical demonstration vs. a non-\ncommunicative demonstration. Comparing behavioural data to\ncomputational model predictions for learners differing in their\nsensitivity to intentionality and causal plausibility supported an\nabsence of pedagogical reasoning. These results suggest that\nsensitivity to ostension may be a necessary prerequisite—but\nis not sufficient for—pedagogical reasoning in a causal\nimitation task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal reasoning; cognitive development;\nostension; overimitation; pedagogy; social learning" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jm3d6hr", "frozenauthors": [ { "first_name": "Emma", "middle_name": "C.", "last_name": "Tecwyn", "name_suffix": "", "institution": "Birmingham City University", "department": "" }, { "first_name": "Amanda", "middle_name": "M.", "last_name": "Seed", "name_suffix": "", "institution": "University of St Andrews", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29985/galley/19839/download/" } ] }, { "pk": 29479, "title": "Separability and the Effect of ValenceAn Empirical Study of Thick Concepts", "subtitle": null, "abstract": "Thick terms and concepts, such as honesty and cruelty, are atthe heart of a variety of debates in linguistics, philosophy oflanguage, and metaethics. Central to these debates is thequestion of how the descriptive and evaluative components ofthick concepts are related and whether they can be separatedfrom each other. So far, no empirical data on how thick termsare used in ordinary language has been collected to informthese debates. In this paper, we present the first empiricalstudy, designed to investigate whether the evaluativecomponent of thick concepts can be separated. Our study mightbe considered to falsify the view that evaluation isconversationally implicated. However, our study also revealsan effect of valence, indicating that people reason differentlyabout positive and negative thick terms. While evaluationscannot be cancelled for negative thick terms, they can be forpositive ones. Three follow-up studies were conducted toexplain this effect. We conclude that the effect of valence isbest accounted for by a difference in the social norms guidingevaluative language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Thick concepts; moral judgments; experimentalmetaethics; evaluative language" } ], "section": "Concepts and Systems", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gc9c236", "frozenauthors": [ { "first_name": "Pascale", "middle_name": "", "last_name": "Willemsen", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Reuter", "name_suffix": "", "institution": "University of Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29479/galley/19339/download/" } ] }, { "pk": 30003, "title": "Sheer Time Spent Expecting or Maintaining a Representation FacilitatesSubsequent Retrieval during Sentence Processing", "subtitle": null, "abstract": "Previous research has shown that modified noun phrases(henceforth NPs) are subsequently retrieved faster thanunmodified NPs. This effect is often called the “semanticcomplexity effect”. However, little is known about itsmechanisms and underlying factors. In this study, we testedwhether this effect is truly caused by the semantic informationadded by the modification, or whether it can be explained bythe sheer amount of time that the processor spends expectingor maintaining an NP in the encoding phase. The resultsshowed that time spent expecting or maintaining an NP canexplain the effect over and above semantic and/or syntacticcomplexity. Our results challenge the current memory-basedmechanisms for the modification effect such as the“distinctiveness” and “head-reactivation” accounts, and offernew and valuable insight into the memory processes duringsentence comprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic complexity; time spent; attention;encoding; retrieval." } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vq4n4mg", "frozenauthors": [ { "first_name": "Hossein", "middle_name": "", "last_name": "Karimi", "name_suffix": "", "institution": "Pennsylvania State University", "department": "" }, { "first_name": "Michele", "middle_name": "", "last_name": "Diaz", "name_suffix": "", "institution": "Pennsylvania State University", "department": "" }, { "first_name": "Eva", "middle_name": "", "last_name": "Wittenberg", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30003/galley/19857/download/" } ] }, { "pk": 30212, "title": "Should we always log-transform looking time data in infancy research?", "subtitle": null, "abstract": "Researchers often measure infants looking time (LT) as a dependent variable to measure how infants pay attention to certainstimuli. Using a large repository of data from their lab and the literature, Csibra and colleagues (2016) reported that thedistribution of LT is positively skewed and thus proposed that researchers should log-transform LT before running anyparametric analysis. In this study, we investigated whether log-transformation of LT will make the distribution normallydistributed by using data from a large-scale replication infancy study (ManyBabies Consortium (MB1), in press). Further,we simulated positively skewed LT data to examine whether log-transformation of LT would improve power. We foundthat log-transformation of the MB1 LT data did not make the LT data normally distributed. Also, we found that log-transformation of LT only slightly increased power. Implications and benefits of log-transformation of LT data will bediscussed.", "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/6fg2g955", "frozenauthors": [ { "first_name": "Angeline", "middle_name": "Sin Mei", "last_name": "Tsui", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Patricia", "middle_name": "", "last_name": "Brosseau-Liard", "name_suffix": "", "institution": "University of Ottawa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30212/galley/20066/download/" } ] }, { "pk": 30103, "title": "Show or Tell? Demonstration is More Robust toChanges in Shared Perception than Explanation", "subtitle": null, "abstract": "Successful teaching entails a complex interaction between ateacher and a learner. The teacher must select and convey in-formation based on what they think the learner perceives andbelieves. Teaching always involves misaligned beliefs, butstudies of pedagogy often focus on situations where teachersand learners share perceptions. Nonetheless, a teacher andlearner may not always experience or attend to the same as-pects of the environment. Here, we study how misaligned per-ceptions influence communication. We hypothesize that theefficacy of different forms of communication depends on theshared perceptual state between teacher and learner. We de-velop a cooperative teaching game to test whether concretemediums (demonstrations, or “showing”) are more robust thanabstract ones (language, or “telling”) when the teacher andlearner are not perceptually aligned. We find evidence that (1)language-based teaching is more affected by perceptual mis-alignment, but (2) demonstration-based teaching is less likelyto convey nuanced information. We discuss implications forhuman pedagogy and machine learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "communication; pedagogy; demonstrations; lan-guage" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0r96k9rb", "frozenauthors": [ { "first_name": "Theodore", "middle_name": "R.", "last_name": "Sumers", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Mark", "middle_name": "K.", "last_name": "Ho", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30103/galley/19957/download/" } ] }, { "pk": 30109, "title": "Similarity judgments determine consistency of implicit number conceptions acrossages", "subtitle": null, "abstract": "Previous work has used pairwisesimilarityjudgments among numerals to reveal development in conceptions ofnumber,from exclusively attending to magnitude in kindergarten to including properties likeparityin middle school. In adulthood,these representations appear to settle on more advanced number properties. We extend this work with the goal of observingindividual rather than group-level number representations by administering pairwise similarity tasks at two separate timepoints to determine individual consistency. Specifically, we use two 10-item number (and kinship term for comparison)sets exemplifying a variety of mathematical concepts (e.g., primeness) to 48 students across grades 3-7. Multidimensionalscaling analyses reveal magnitude as the most pervasive feature and reflect differences in attended numerical featuresrelative to score on a math assessment. Analyses are ongoing, but the consistency of this measure in a short time-framewill validate its usability as a subtle pre- and post-test surrounding concept-specific education or interventions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8f0682tm", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "", "last_name": "Jansen", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Ruthe", "middle_name": "", "last_name": "Foushee", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30109/galley/19963/download/" } ] }, { "pk": 29480, "title": "Simple kinship systems are more learnable", "subtitle": null, "abstract": "Natural languages partition meanings into labelled categoriesin different ways, but this variation is constrained: languagesappear to achieve a near-optimal trade-off between simplicityand informativeness. Across 3 artificial language learning ex-periments, we verify that objectively simpler kinship systemsare easier for human participants to learn, and also show thatthe errors which occur during learning tend to increase sim-plicity while reducing informativeness. This latter result sug-gests that pressures for simplicity and informativeness operatethrough different mechanisms: learning favours simplicity, butthe pressure for informativeness must be enforced elsewhere,e.g. during language use in communicative interaction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; kinship; complexity" } ], "section": "Concepts and Systems", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9qr072z1", "frozenauthors": [ { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Stella", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Rolando", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Jia", "middle_name": "E.", "last_name": "Loy", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29480/galley/19340/download/" } ] }, { "pk": 29368, "title": "Simple Mechanisms, Rich Structure: Statistical Co-Occurrence Regularities in\nLanguage Shape the Development of Semantic Knowledge", "subtitle": null, "abstract": "Many hallmarks of human intelligence including language,\nreasoning, and planning require us to draw upon knowledge about\nthe world in which concepts, denoted by words, are organized by\nmeaningful, semantic links between them (e.g., juicy-apple-pear).\nThe goal of the present research was to investigate how these\norganized semantic networks may emerge in development from\nsimple but powerful mechanisms sensitive to statistical co-\noccurrence regularities of word use in language. Specifically, we\ntested whether a mechanistic account of how co-occurrence\nregularities shape semantic development accurately predicts how\nsemantic organization changes with development. Using a\nsensitive, gaze-based measure of the semantic links organizing\nknowledge in children and adults, we observed that\ndevelopmental changes in semantic organization were consistent\nwith a key role for statistical co-occurrence regularities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic organization; semantic development;\nstatistical learning; taxonomic; association" } ], "section": "Semantics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8s86m6xw", "frozenauthors": [ { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Olivera", "middle_name": "", "last_name": "Savic", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29368/galley/19229/download/" } ] }, { "pk": 29493, "title": "Simulating Early Word Learning in Situated Connectionist Agents", "subtitle": null, "abstract": "Recent advances in Deep Learning (DL) and ReinforcementLearning (RL) make it possible to train neural network agentswith raw, first-person visual perception to execute language-like instructions in 3D simulated worlds. Here, we inves-tigate the application of such deep RL agents as cognitivemodels, specifically as models of infant word learning. Wefirst develop a simple neural network-based language learningagent, trained via policy-gradient methods, which can inter-pret single-word instructions in a simulated 3D world. Tak-ing inspiration from experimental paradigms in developmentalpsychology, we run various controlled simulations with the ar-tificial agent, exploring the conditions in which established hu-man biases and learning effects emerge, and propose a novelmethod for visualising and interpreting semantic representa-tions in the agent. The results highlight the potential util-ity, and some limitations, of applying state-of-the-art learningagents and simulated environments to model human cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "early word learning; neural networks; situated ar-tificial agents; 3D environments; word learning biases" } ], "section": "Agend-based Models", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/24z9k0vd", "frozenauthors": [ { "first_name": "Felix", "middle_name": "", "last_name": "Hill", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Clark", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Karl", "middle_name": "Moritz", "last_name": "Hermann", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Phil", "middle_name": "", "last_name": "Blunsom", "name_suffix": "", "institution": "DeepMind", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29493/galley/19353/download/" } ] }, { "pk": 30162, "title": "Simulating Feature- and Relation-Based Categorisation with a\nSymbolic-Connectionist Model", "subtitle": null, "abstract": "Participants in Goldwater et al. (2018) reported using either\nfeature- or relation-based strategy during a series of category\nlearning tasks. A computational modeling study was conducted\nto investigate whether performance on Experiments 1 and 2 of\nGoldwater et al. (2018) might be explained by the assumption\nthat participants used either feature- or relation-based\nrepresentational encoding during learning. Human\nparticipants’ and model performance are compared and\nimplications are discussed", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorisation; relational categories; featural\ncategories; symbolic-connectionist model; computational\nmodeling" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5t65d4c6", "frozenauthors": [ { "first_name": "Ekaterina", "middle_name": "Y.", "last_name": "Shurkova", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Leonidas", "middle_name": "A.A.", "last_name": "Doumas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30162/galley/20016/download/" } ] }, { "pk": 29861, "title": "Simulating Infant Visual Learning by Comparison: An Initial Model", "subtitle": null, "abstract": "Researchers have recently found that 3-month-old infants are\ncapable of using analogical abstraction to learn the same or\ndifferent relation, given the right conditions (Anderson et al.\n2018). Surprisingly, seeing fewer distinct examples led to\nmore successful learning than seeing more distinct examples.\nThis runs contrary to the prediction of standard learning\ntheories, which hold that a wider range of examples leads to\nbetter generalization and transfer, but is compatible with other\nfindings in infant research (Casasola 2005; Maguire et al.\n2008). Anderson et al. (2018) propose that this is due to\ninteractions between encoding and analogical learning. This\npaper explores that proposal through the lens of cognitive\nsimulation, using automatically encoded visual stimuli and a\ncognitive model of analogical learning. The simulation results\nare compatible with the original findings, thereby providing\nevidence for this explanation. The assumptions underlying the\nsimulation are delineated and some alternatives are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy" }, { "word": "relational learning" }, { "word": "Cognitive\nSimulation" }, { "word": "infant cognition" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dx7j1s5", "frozenauthors": [ { "first_name": "Kezhen", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Kenneth", "middle_name": "D.", "last_name": "Forbus", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Susan", "middle_name": "J", "last_name": "Hespos", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Erin", "middle_name": "M.", "last_name": "Anderson", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29861/galley/19715/download/" } ] }, { "pk": 30123, "title": "Simulating length and frequency effects across multiple tasks with the Bayesianmodel BRAID-Phon", "subtitle": null, "abstract": "In visual word processing modeling, few models have success-fully accounted for a large variety of tasks, and large corpora ofbehavioral observations. We consider a dataset from a megas-tudy, in which participants performed three tasks (lexical de-cision, word naming, and word recognition in a progressivedemasking situation), on the same, large set of stimuli. Wedefine the BRAID-Phon model, an extension of a previousprobabilistic model, the BRAID model, whose originality isits visuo-attentional component, in which a visuo-attentionaldistribution spatially deploys sensory processing capabilities.BRAID-Phon includes phonological representations of words,allowing simulating the naming task. We simulated the threetasks on the dataset we considered, and analyzed predicted re-action times in terms of word frequency and word length ef-fects. Simulation results show that BRAID-Phon successfullycaptures the direction and order of magnitude of the observedeffects, in all three tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Visual word processing; computational modeling;reading aloud; lexical decision; megastudy simulation" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87k2h62g", "frozenauthors": [ { "first_name": "Ali", "middle_name": "", "last_name": "Saghiran", "name_suffix": "", "institution": "Univ. Grenoble Alpes", "department": "" }, { "first_name": "Sylviane", "middle_name": "", "last_name": "Valdois", "name_suffix": "", "institution": "Univ. Grenoble Alpes", "department": "" }, { "first_name": "Julien", "middle_name": "", "last_name": "Diard", "name_suffix": "", "institution": "Univ. Grenoble Alpes", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30123/galley/19977/download/" } ] }, { "pk": 29784, "title": "Simulations and theory of generalization in recurrent networks", "subtitle": null, "abstract": "Despite the tremendous advances of Artificial Intelligence, a general theory of intelligent systems, connecting the psycho-logical, neuroscientific and computational levels is lacking. Artificial Neural Networks are good starting points to buildthe theory. We propose to analyze generalization of learning in simple but challenging problems. We have previouslyproposed to concentrate on learning sameness, as we have shown that this is difficult for a SRN. Here we present theresults of trying to use a Long-Short Term Memory Network to learn sameness. We show that the LSTM although muchmore efficient to learn partial examples of sameness fails to generalize to a proportion of the examples. This suggests thatLSTM and SRN share a core set of features that make generalization of sameness problematic. By analyzing where thetwo models fail, we arrive at a proposal of what makes sameness hard to learn and generalize in recurrent neural networks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fq4q091", "frozenauthors": [ { "first_name": "Juan", "middle_name": "", "last_name": "Valle-Lisboa", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29784/galley/19638/download/" } ] }, { "pk": 29617, "title": "Sixteen-month-olds comprehend unanchored absent reference", "subtitle": null, "abstract": "A nascent understanding of absent reference emerges around 12months: provided with rich contextual support, infants look and pointto the location of a displaced object. When can infants understandabsent reference without contextual support? Using a proceduremodified from Hendrickson and Sundara (2017), 13- and 16-month-olds first listened to utterances containing familiar target words, whileviewing a checkerboard. Then, two objects – a referent and a distractor(e.g., a cup and a shoe) – appeared on the screen. Only 16-month-oldsdemonstrated a reliable looking preference for the referents, suggestingthat listening to the utterances activated their mental images of thereferents. These results establish that at 16 months, infants comprehendreference to absent entities without any contextual support.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "absent reference; unanchored absent reference; wordlearning; reference comprehension" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05j9k6g9", "frozenauthors": [ { "first_name": "Elena", "middle_name": "", "last_name": "Luchkina", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "David", "middle_name": "M.", "last_name": "Sobel", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "James", "middle_name": "L.", "last_name": "Morgan", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29617/galley/19476/download/" } ] }, { "pk": 29553, "title": "Sleep-associated consolidation in app-based language learning", "subtitle": null, "abstract": "Neuro-cognitive models of word learning propose a role for sleep in\nconsolidating new words, yet evidence for sleep-associated memory\nbenefits outside of experimental contexts is scarce. This study\ncompared wake- and sleep-associated memory changes in data from\nMemrise, a publicly available language-learning app. Memory for\nforeign words and phrases remained very high in accuracy across a\n7-12 hour delay, and there were no differences in forgetting between\nwake and sleep. However, learners were quicker to arrive at the\ncorrect translation after a period of sleep compared to wake. This\nsleep-associated benefit was seen for words but not phrases, and\ncould not be fully accounted for by circadian differences in\ncompletion time. As such, we demonstrate that the behavioural\nbenefits of sleep on vocabulary can be observed in real-world\nlanguage learning, and discuss the promise for combining small-\nscale lab studies with naturally occurring datasets to understand\nlearning outcomes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "vocabulary; learning; memory; consolidation" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27r4h31z", "frozenauthors": [ { "first_name": "Emma", "middle_name": "", "last_name": "James", "name_suffix": "", "institution": "University of York", "department": "" }, { "first_name": "Yolanda", "middle_name": "G.", "last_name": "Koutraki", "name_suffix": "", "institution": "Memrise Ltd", "department": "" }, { "first_name": "Hannah", "middle_name": "", "last_name": "Tickle", "name_suffix": "", "institution": "Memrise Ltd", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29553/galley/19413/download/" } ] }, { "pk": 29494, "title": "Social Foraging in Groups of Search Agents\nwith Human Intervention", "subtitle": null, "abstract": "Intelligent agents coordinate and cooperate flexibly when rules\nand dynamics of interaction can change over time and across\ndifferent tasks and environmental conditions. Loose coupling\nemerges among agents when the rules of interaction are weak\nenough for agents to act independently or interdependently,\nand patterns of interaction vary as a function of conditions.\nHere, we examine collective foraging among simulated agents\nwith and without human intervention. We find that loose\ncoupling among search agents improved group foraging\nsuccess, and that human players improved performance partly\nby subtle, indirect effects on group interactions. Analyses of\nmovement patterns showed that loose coupling enabled\ncollections of agents to self-organize and reorganize into a\ngreater diversity of ad hoc groupings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Social foraging; Agent based modeling; Loose\ncoupling" } ], "section": "Agend-based Models", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3g4627f9", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "S.", "last_name": "Schloesser", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Derek", "middle_name": "", "last_name": "Hollenbeck", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Christopher", "middle_name": "T.", "last_name": "Kello", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29494/galley/19354/download/" } ] }, { "pk": 30039, "title": "Social influence and informational independence", "subtitle": null, "abstract": "We frequently use social information when making decisions.For instance, other people may know more about a problemthan we do, so we might update our initial beliefs in light oftheir opinions. The epistemic value of these social cues de-pends in part on their informational independence. Peopleshould thus be sensitive to nonindependence in their weightingof social information. However, the current literature yieldsconflicting results. In one recent study, participants valued so-cial information less when it was nonindependent; in another,participants were insensitive to nonindependence. We identifypossible causes of this inconsistency, and present an experi-mental paradigm that aims to fill these gaps. Then, in a study(N=200) with pre-registered hypotheses and analyses, we findthat participants were not sensitive to cue dependence. Wehighlight the relevance of this finding for the modern mediacontext, where nonindependence of both traditional and socialmedia sources can lead to the spread of bias or false belief.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making; social information; cognitivebias; belief updating; independence;" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49b4599q", "frozenauthors": [ { "first_name": "Justin", "middle_name": "", "last_name": "Sulik", "name_suffix": "", "institution": "Ludwig Maximilian University of Munich", "department": "" }, { "first_name": "Bahador", "middle_name": "", "last_name": "Bahrami", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Ophelia", "middle_name": "", "last_name": "Deroy", "name_suffix": "", "institution": "Ludwig Maximilian University of Munich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30039/galley/19893/download/" } ] }, { "pk": 30022, "title": "Social Learning with Sparse Belief Samples", "subtitle": null, "abstract": "We present a model of social learning over networks were individuals with insufficient and heterogeneous sources ofinformation aggregate their private observations with samples from belief distributions of their neighbors in order to learnan underlying state of the world. We presume two behavioral assumptions. The first assumes communication constraintsin that agents can only share, in each round, a single sample from their belief on the true state with their neighbors. This isin contrast with standard models of sharing the full belief, i.e. the entire probability distribution over the set of parameters.The second behavioral assumption points to an updating scheme according to which agents use simple linear rules toaggregate their neighbors’ actions with their private Bayesian posterior. We rigorously analyze the asymptotic behaviorof such an update and show that so long as all the individuals trust their neighbors more than their private informationsources, they do not learn the true parameter with positive probability. Social learning can occur, however, if the societycontains confident individuals that are experts in distinguishing different alternatives from truth, even though no singleindividuals may be able to distinguish the truth on her own. Our results indicate that social learning is possible even whenagents only share a single sample from their belief distribution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30v540mz", "frozenauthors": [ { "first_name": "Rabih", "middle_name": "", "last_name": "Salhab", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Amir", "middle_name": "", "last_name": "Ajorlou", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Ali", "middle_name": "", "last_name": "Jadbabaie", "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": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30022/galley/19876/download/" } ] }, { "pk": 29490, "title": "Social Offloading:Just Working Together is Enough to Remove Semantic Interference", "subtitle": null, "abstract": "Cognitive interference is a classic cognitive phenomenon:processing one stimulus while ignoring another is morechallenging when the two are related. Recently, andsurprisingly, it has been shown that an individual’s cognitiveinterference can be removed by the people around them. In thepicture-word interference paradigm, participants respond to atarget picture and ignore distractor words. If the words aresemantically related to the target, interference slows responses.We found that this cognitive interference was removed, orsocially offloaded, when participants believed that they wereworking together with another person. In contrast to previousstudies we found it did not matter if the other person workedon the distractor words or on task irrelevant, coloured squares.Furthermore, the time course of this effect suggests that thesocial offloading of semantic interference is underpinned bylate inhibitory mechanisms rather than early distractor filtering.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive offloading; distributed cognition; jointaction; interference effects; social context" } ], "section": "Social Inference", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45q355sm", "frozenauthors": [ { "first_name": "Miles", "middle_name": "R. A.", "last_name": "Tufft", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Daniel", "middle_name": "C.", "last_name": "Richardson", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29490/galley/19350/download/" } ] }, { "pk": 29660, "title": "Spatial Alignment Facilitates Visual Comparison in Children", "subtitle": null, "abstract": "Visual comparison is a key process in everyday learning.Matlen et al. (2020) recently proposed the Spatial AlignmentPrinciple, based on the broader work of structure-mappingtheory in comparison. According to the principle, visualcomparison is more efficient when pairs are arranged in directplacement: i.e., so that the visuals are juxtaposed orthogonallyto their structural axes. In this placement (a) the intendedrelational correspondences are readily apparent, and (b) theinfluence of potential competing correspondences isminimized. Thus, this placement should make the relationalalignment maximally easy to notice. The results of a same-different task in adults supported this claim. The current studyasks whether the Spatial Alignment Principle applies inchildren’s visual comparison. 6-year-old children performed asame-different task for visual relational patterns. The resultsindicated that direct placement led to faster and more accuratecomparison, both for concrete same-different matches(matches of both objects and relations) and for purely relationalmatches.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial alignment; visual comparison" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zc3w6wf", "frozenauthors": [ { "first_name": "Yinyuan", "middle_name": "", "last_name": "Zheng", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Bryan", "middle_name": "J.", "last_name": "Matlen", "name_suffix": "", "institution": "WestEd STEM Program", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29660/galley/19517/download/" } ] }, { "pk": 29849, "title": "Spatial alignment supports comparison of life science visuals for 7th graders", "subtitle": null, "abstract": "Visual comparisons are ubiquitous in STEM education. We suggest that visual comparisons are carried out by a structuralalignment process that draws correspondences between analogs based on relational structure (Sagi, Gentner, & Lovett,2012). The spatial arrangement of images can influence visual comparisons by increasing or decreasing competitionfrom incorrect correspondences (Matlen, Gentner, & Franconeri, 2020). The present study tested whether this could beleveraged to help children compare complex STEM-related images. Seventh graders were shown drawings of skeletonscontaining an anomalous bone, either solo or paired with a correct standard. Children were more accurate at finding theanomaly when given a correct standard to compare to. On especially difficult trials in which skeletons were shown innon-canonical orientations (e.g., a cow oriented vertically), performance was enhanced when the spatial placement of thetwo skeletons was direct, minimizing competing correspondences. Thus, direct placement may help students comparecomplex unfamiliar images.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51d873xs", "frozenauthors": [ { "first_name": "Nina", "middle_name": "", "last_name": "Simms", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Jee", "name_suffix": "", "institution": "Worcester State University", "department": "" }, { "first_name": "Bryan", "middle_name": "", "last_name": "Matlen", "name_suffix": "", "institution": "WestEd", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29849/galley/19703/download/" } ] }, { "pk": 30205, "title": "Spatial structure in the cultural ecosystem of number", "subtitle": null, "abstract": "Cognition and culture shape each other. Private thinking is externalized in public artifacts, which can shape habits ofthought. Within individual minds, for instance, numbers are associated with space. Do similar regularities exist withinthe cultural ecosystem of written numbers? We analyzed three contexts: English books, childrens picture books, andalgebraic expressions created during mathematical activity. Within individual numbers, digits were ordered spatially fromleft-to-right, with lower-value digits appearing more often to the left and greater-value digits to the right (e.g., 179). Ona larger scale, lesser-valued numbers were more likely to appear first in phrases and algebraic expressions (e.g., 19 dogsand 32 cats, 19x+32). The cultural ecosystem of number thus exhibits spatial regularities at multiple scales. We discussimplications for the development and dissemination of individual mental associations (mental number lines) and defend anecological perspective in which cognition reflects mutual constraints between artifacts, practices, and individual thought.", "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/75g4n2s7", "frozenauthors": [ { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Kate", "middle_name": "", "last_name": "Samson", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Netflix", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30205/galley/20059/download/" } ] }, { "pk": 29428, "title": "Specificity of Infant Statistical Learning", "subtitle": null, "abstract": "Sensitivity to transitional probabilities (TP) in continuous speech has been extensively documented, yet little is knownabout how infants represent sequences that are the output of statistical learning. Across 3 experiments we test 8-month-old English-learning infants indexical, segmental, and suprasegmental representations of newly-encountered statistically-defined words. Following familiarization with a naturally-produced Italian corpus that contained two trochaic (strong-weak) high TP (HTP) words produced by a female speaker, infants were tested on their ability to discriminate modifiedHTP words (Experiment 1=male voice; Experiment 2=onset consonant change); Experiment 3=iambic stress pattern),from foils. Infants demonstrated a significant familiarity preference for modified HTP words in Experiments 1 and 3,but failed to recognize consonant modified HTP words in Experiment 2. Findings demonstrate infants can generalizerepresentations of statistically-defined words across a range of acoustic forms less relevant to word meaning in English,but not across phonemic characteristics that are core to word meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Learning and Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vm980zr", "frozenauthors": [ { "first_name": "Sara", "middle_name": "Parvanezadeh", "last_name": "Esfahani", "name_suffix": "", "institution": "University of Tennessee", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Hay", "name_suffix": "", "institution": "University of Tennessee", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29428/galley/19288/download/" } ] }, { "pk": 29615, "title": "Spontaneous and Voluntary Analogical Retrieval During Problem-Solving andHypothesis Generation", "subtitle": null, "abstract": "Theoretical models of analogical retrieval implicitly assumethat the cognitive system continuously scans long-term memorybased on the contents of working memory (WM). Experiment 1revealed that when a target analog is presented in the context ofa problem-solving activity, a prompt to search for analogoussituations adds nothing over-and-above the probabilities ofbeing spontaneously reminded of an analogous problem.More exploratory in nature, Experiment 2 presents the firstexperimental evidence of analogical retrieval during hypothesisgeneration. Our prompt to search for analogous phenomenaincreased access to distant analogs, suggesting that hypothesis-generation does not reliably elicit a search for analogousphenomena. Results suggest that a search for analogous casesis not automatically triggered by the contents of WM, and thatthe nature of the tasks in which the analogs are embeddeddetermines whether a search for analogs will be initiated.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; retrieval; problem-solving; hypothesisgeneration" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8b56f88x", "frozenauthors": [ { "first_name": "Máximo", "middle_name": "", "last_name": "Trench", "name_suffix": "", "institution": "University of Comahue", "department": "" }, { "first_name": "Leandro", "middle_name": "Emmanuel", "last_name": "Rivas", "name_suffix": "", "institution": "Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales", "department": "" }, { "first_name": "Melisa", "middle_name": "", "last_name": "Díaz", "name_suffix": "", "institution": "Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales", "department": "" }, { "first_name": "Ricardo", "middle_name": "A.", "last_name": "Minervino", "name_suffix": "", "institution": "University of Comahue", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29615/galley/19474/download/" } ] }, { "pk": 29434, "title": "Starting small: Exploring the origins of successor function knowledge", "subtitle": null, "abstract": "Although most U.S. children can count sets by 3.5 years of age, many fail to understand that adding 1 to a set correspondsto counting up 1 word in the count list (i.e., the successor function). Initially, children have piecemeal knowledge of thisrelation, and do not understand that it holds for any number. Although generalized successor knowledge emerges around6 years of age, it is unknown when children’s item-based learning begins, and therefore when they begin learning relationsbetween number words – a critical precursor to mathematical reasoning. Here, we explore the timescale and mechanismsunderlying this knowledge in 2- to 4-year-old children. We find that these children have established item-based mappings,but that they are unrelated to count list knowledge. Instead, we show evidence that the origins of successor knowledgemay lie in mappings made between non-symbolic set representations and known number words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Numerosity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8dq7v2pw", "frozenauthors": [ { "first_name": "Rose", "middle_name": "", "last_name": "Schneider", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Ashlie", "middle_name": "", "last_name": "Pankonin", "name_suffix": "", "institution": "San Diego State University", "department": "" }, { "first_name": "Adena", "middle_name": "", "last_name": "Schachner", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29434/galley/19294/download/" } ] }, { "pk": 29694, "title": "Staying and Returning Dynamics of Sustained Attention in Young Children", "subtitle": null, "abstract": "Sustained attention is a dynamic process with rich temporalstructure. Eye-tracking provides a tool for capturing rich tem-poral data relevant to sustained attention, but extracting rele-vant insights from this rich data is nontrivial. This paper stud-ies eye-tracking data collected from children, aged 3-5, per-forming the TrackIt task, a visual object tracking paradigm de-signed for studying sustained attention development in youngchildren. Building on a hidden Markov model paradigm re-cently proposed for analyzing eye-tracking data with TrackIt,we explore characterizations of participant behavior, such ascontinuously maintaining attention on an object and transition-ing attention between objects, that provide richer insights thantask performance alone. In particular, our results suggest thatimprovement in TrackIt performance that accompanies devel-opment in this age range may stem more from improved abilityto return to task after distractions, rather than from improve-ments in ability to continuously maintain attention on the task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sustained attention; eye-tracking; TrackIt" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02x136st", "frozenauthors": [ { "first_name": "Jaeah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Shashank", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Google", "department": "" }, { "first_name": "Erik", "middle_name": "D.", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "V.", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29694/galley/19551/download/" } ] }, { "pk": 29987, "title": "Stereotypes Decrease Childrens Tendency to Acknowledge Constraints on Choice", "subtitle": null, "abstract": "Prior research has documented childrens recognition that a choice made when constrained to a single option is a poorindicator of anothers preference. The present study (N = 246; 5 to 10 years) examined childrens tendency to make thisinference in stereotypical contexts (e.g., a girl playing with a doll). Because stereotypes provide powerful explanatoryframeworks (e.g., girls inherently like dolls), children may discount constraints and infer that constrained and uncon-strained stereotypical choices are both evidence of a preference. The majority of children discounted constraints in thisway. However, while younger children (5 to 6 years) tended to discount constraints similarly across both stereotypicaland gender-neutral choices, older children (9 to 10 years) were more likely to discount constraints when reasoning aboutstereotypical choices. We also report evidence that, overall, childrens acknowledgment of environmental constraints maynot be as robust as previously documented.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41b2d2tb", "frozenauthors": [ { "first_name": "Jamie", "middle_name": "", "last_name": "Amemiya", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Mortenson", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Sohee", "middle_name": "", "last_name": "Ahn", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Caren", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Gail", "middle_name": "", "last_name": "Heyman", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29987/galley/19841/download/" } ] }, { "pk": 30093, "title": "Storage and Computation of Multimorphemic Words in Turkish", "subtitle": null, "abstract": "Whether morphologically complex words are stored as a whole or decomposed into constituents has been well-investigatedexperimentally in Indo-European languages like English, Italian, Dutch and French. There is substantial evidence in theselanguages in favor of and architecture which allows both decomposition and storage. This study investigates how mor-phologically complex words involving two or more morphemes are represented in Turkish which, unlike Indo-Europeanlanguages, is renowned for its highly rich morphology. Applying a probabilistic tradeoff-based model of morphologicalstorage and computation (ODonnell 2015) to a corpus of Turkish word forms, we derive predictions about stored patternsin the language. We discuss these patterns and propose several for future experimental investigation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5148c70s", "frozenauthors": [ { "first_name": "Rabia", "middle_name": "", "last_name": "Ergin", "name_suffix": "", "institution": "Boazii", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Morgan", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Odonnell", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30093/galley/19947/download/" } ] }, { "pk": 30024, "title": "Strategy Inference and Switch Detection Method Generalizes to CategoryLearning", "subtitle": null, "abstract": "Lee, Gluck, and Walsh (2019) developed a series of Bayesian inference models that use multiple behavioral measuresto infer the use and switching of strategies in a decision-making task. Their approach addresses common deficiencies instrategy inference, such as the assumption that participants use a single fixed strategy and the methodological reliancesolely on decision outcomes to inform inference. These deficiencies are addressed by incorporating trial-level informationprocessing data and by allowing switch points in strategy use throughout the experiment protocol. Here we evaluate thegeneralizability of this approach using data from a Brunswik face category learning experiment (Gluck, Staszewski, Rich-man, Simon, & Delahanty, 2001). Results support the cross-domain generalizability of the Bayesian inference models forinferring both strategy use and switching using multiple sources of behavior. We compare these results to the conclusionsreached in the original research by Gluck et al. (2001).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06r8n59m", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "", "last_name": "Hough", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Gluck", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30024/galley/19878/download/" } ] }, { "pk": 30052, "title": "Striatal and Cortical Components of Inattentional Responses: An Experimentaland Computational Study of theWisconsin Card Sorting Test in Adults withADHD traits", "subtitle": null, "abstract": "Attention Deficit and Hyperactivity Disorder (ADHD) is a neuropsychiatric condition with a neurodevelopmental coursethat often persists in adulthood. Although it is conceptualised as a categorical disorder, ADHD traits are present in thegeneral population. ADHD constitutes an important paradigm because its aetiology is related to both frontal and striatalcircuits, but it is unclear what localised operations could be at fault when ADHD symptoms arise. We present a study where50 adults, of which 14 had a diagnosis of ADHD, performed a speeded and unspeeded variation of the Wisconsin CardSorting Test (WCST) and completed a set of questionnaires, including the Conners Adult ADHD Rating Scales (CAARS).Results indicate that sorting errors on the WCST did not differ between groups. However, when response times werecharacterised in terms of parameterised ex-Gaussian distributions for the unspeeded part of task, moderate correlationswere found between the parameter corresponding to the thickness of the tail of the distribution and subscales of theCAARS measuring inattention and impulsivity. This suggests that inattention and/or impulsivity explain the occasionalslower responses of ADHD participants. We consider the results in the context of an existing computational model thatsimulates cortical and basal ganglia operation in the WCST, where a qualitative exploration supports a distinction betweencortical and striatal components of the psychological processes that lead to performance of participants with ADHD traits.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hw4m5v9", "frozenauthors": [ { "first_name": "Andrea", "middle_name": "", "last_name": "Caso", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Cooper", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30052/galley/19906/download/" } ] }, { "pk": 29401, "title": "Structured ecologies for social and linguistic development", "subtitle": null, "abstract": "This is a joint work of two labs that offers a perspective ondevelopment and learning, which complements theconference’s focus on “changes in representation andprocessing abilities in development”. Strong background inecological psychology allowed us to recognize the richnessand multilayered structuring of infants’ environment, whichactively engages them and to which infants tune their action-perception. We conceptualize this environment as reliable“social physics”, constituted of predictable, enacted socialevents, in which infants learn to participate. Using bothtraditional (qualitative and quantitative) and dynamicalsystems methods, we show the structuring of such events onmultiple timescales and levels and how participating in themsculpts the child’s agency in the social world. We show howthis background allows a fresh look on language acquisitionand how it informs computational modelling of languageemergence and models of human-robot interaction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ecological psychology" }, { "word": "social development;language development; mother-infant interaction; routines" } ], "section": "Language Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9bk3j4vb", "frozenauthors": [ { "first_name": "Joanna", "middle_name": "", "last_name": "Rączaszek-Leonardi", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Katharina", "middle_name": "J.", "last_name": "Rohlfing", "name_suffix": "", "institution": "Paderborn University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29401/galley/19261/download/" } ] }, { "pk": 29491, "title": "Stubborn extremism as a potential pathway to group polarization", "subtitle": null, "abstract": "Group polarization is the widely-observed phenomenonin which the opinions held by members of a small groupbecome more extreme after the group discusses a topic.For example, conservative individuals become even moreconservative, while liberal individuals become even moreliberal. Social psychologists have offered competing ex-planations for this phenomenon. These typically re-quire questionable assumptions about human psychol-ogy. Here, we posit a more parsimonious explanation:the stubbornness of extreme opinions. Using agent-based modeling, we demonstrate that such “stubbornextremism” gives rise to group polarization, as well asother trends observed across the literature on polariza-tion. Our study revealed a further methodological prob-lem for the study of group polarization: reporting opin-ions as categories (e.g. on a Likert scale) inflates theobserved increase in opinion extremity. We concludewith a call for deeper integration of opinion dynamicsmodeling with the cognitive science of communicationand influence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "opinion dynamics; polarization; social in-fluence; agent-based modeling" } ], "section": "Social Inference", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2gx1q3k8", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "A.", "last_name": "Turner", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Paul", "middle_name": "E.", "last_name": "Smaldino", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29491/galley/19351/download/" } ] }, { "pk": 29687, "title": "Student Learning Trajectories and Knowledge Transfer in Early MathematicalEquivalence Interventions", "subtitle": null, "abstract": "Many students fail to develop adequate understanding of mathematical equivalence in early grades, which impacts lateralgebra learning. Work from McNeil and colleagues proposes that this failure is partly due to the format of traditionalinstruction and practice with highly similar problems, which encourages students to develop ineffective mental models ofproblem types (McNeil, 2014, McNeil & Alibali, 2005). In the current study, we explore students learning trajectoriesin two matched equivalence interventions. We show that, relative to an active control, the principle-based treatmentintervention gives rise to a greater number of successful learners, a designation that, in turn, leads to improved performanceon distal transfer assessments. We further demonstrate a predictive relationship between students engagement with theintervention, via workbook completion, and likelihood of becoming a successful learner. Our findings have implicationsfor early detection of learning and subsequent scaffolding for low-performing students.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3689f9kg", "frozenauthors": [ { "first_name": "Kristen", "middle_name": "", "last_name": "Johannes", "name_suffix": "", "institution": "WestEd", "department": "" }, { "first_name": "Jodi", "middle_name": "", "last_name": "Davenport", "name_suffix": "", "institution": "WestEd", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29687/galley/19544/download/" } ] }, { "pk": 29888, "title": "Supplementing problem solving with erroneous examples does not improvelearning from an online fraction tutor", "subtitle": null, "abstract": "It is established that examples are beneficial for learning, but are certain types of examples more helpful than others?Erroneous examples include errors that students are asked to correct, something that can be helpful in addressing mis-conceptions. One domain that is vulnerable to misconceptions is fraction arithmetic. In the present study, undergraduatestudents solved fraction problems using a tutoring system we designed. Some participants worked with the Erroneous-Example tutor, which supplemented problems with erroneous examples, while other participants worked with a traditionalProblem-Solving tutor that did not include erroneous examples. To evaluate the impact of tutor type on learning andself-efficacy, we analyzed difference scores from pre-test to post-test. While overall participants significantly improvedtheir fraction knowledge and self-efficacy, there was no significant difference between the two groups. Bayesian analysesprovided evidence for the null model, i.e., that erroneous examples were not more beneficial than traditional problemsolving.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8pq5s45w", "frozenauthors": [ { "first_name": "Sabrina", "middle_name": "", "last_name": "Burr", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Maria", "middle_name": "", "last_name": "Vorobeva", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Heather", "middle_name": "", "last_name": "Douglas", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Kasia", "middle_name": "", "last_name": "Muldner", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29888/galley/19742/download/" } ] }, { "pk": 29367, "title": "Symmetric alternatives and semantic uncertainty modulate scalar inference", "subtitle": null, "abstract": "Scalar inferences are commonly assumed to involve both lit-eral semantic interpretation and social cognitive reasoning.However, the precise way to characterize listeners’ represen-tation of context - including the space of possible utterance al-ternatives as well as the space of possible conventional mean-ings associated with linguistic forms - is a matter of ongoingdebate. We report a partial replication of a scalar inferencepriming study by Rees and Bott (2018), introducing a novelbaseline condition against which to compare behavior acrossdifferent priming treatments. We also investigate the effectof raising participants’ awareness of communicatively strongeralternatives that explicitly encode an exhaustive meaning (e.g.some but not all with respect to some). Our results suggestthat exhaustive alternatives (which are ‘symmetric’ to canoni-cal alternatives) can modulate the availability and strength ofscalar inferences, and that semantic uncertainty is an indepen-dent channel through which scalar inferences are modulated.We discuss implications for theories of pragmatic competence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "experimental pragmatics; implicature; priming;adaptation; computational pragmatics" } ], "section": "Semantics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4607q9bs", "frozenauthors": [ { "first_name": "Brandon", "middle_name": "", "last_name": "Waldon", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Degen", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29367/galley/19228/download/" } ] }, { "pk": 29460, "title": "Synchrony and asynchrony of the two eyes in binocular fixationsin the reading of English and Chinese; the implications for ocular prevalence", "subtitle": null, "abstract": "We explore low-level, behavioural universals in reading,across English and Chinese. We investigated binocularcoordination in terms of the small non-alignments betweenthe two eyes’ fixations in time. We define a typology of ninesuch asynchronies and report the different spatial distributionsof these types across the screen of text. We interpret them interms of their implications for ocular prevalence—theprioritizing of the input from one eye over the input from theother eye in higher perception/cognition, after binocularfusion. The results show striking similarities of binocularreading behaviours across the two very differentorthographies. Asynchronies in which one eye begins thefixation earlier and/or ends it later occur most frequently inthe hemifield corresponding to that eye. We propose that suchsmall asynchronies in binocular fixations prioritize the higherprocessing of the input from that eye, after binocular fusion.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "binocular reading; eye-tracking; ocularprevalence; English; Chinese" } ], "section": "Reading and Processing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0894439m", "frozenauthors": [ { "first_name": "Ruomeng", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Mateo", "middle_name": "", "last_name": "Obregón", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Hamutal", "middle_name": "", "last_name": "Kreiner", "name_suffix": "", "institution": "Ruppin Academic Center", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Shillcock", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29460/galley/19320/download/" } ] }, { "pk": 29365, "title": "Systematicity in a Recurrent Neural Network by Factorizing Syntax andSemantics", "subtitle": null, "abstract": "Standard methods in deep learning fail to capture composi-tional or systematic structure in their training data, as shownby their inability to generalize outside of the training distribu-tion. However, human learners readily generalize in this way,e.g. by applying known grammatical rules to novel words. Theinductive biases that might underlie this powerful cognitive ca-pacity remain unclear. Inspired by work in cognitive sciencesuggesting a functional distinction between systems for syn-tactic and semantic processing, we implement a modificationto an existing deep learning architecture, imposing an analo-gous separation. The resulting architecture substantially out-performs standard recurrent networks on the SCAN dataset, acompositional generalization task, without any additional su-pervision. Our work suggests that separating syntactic fromsemantic learning may be a useful heuristic for capturing com-positional structure, and highlights the potential of using cog-nitive principles to inform inductive biases in deep learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "compositional generalization; systematicity; deeplearning; inductive bias; SCAN dataset" } ], "section": "Semantics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3c0462ph", "frozenauthors": [ { "first_name": "Jacob", "middle_name": "", "last_name": "Russin", "name_suffix": "", "institution": "UC Davis", "department": "" }, { "first_name": "Randall", "middle_name": "C.", "last_name": "O’Reilly", "name_suffix": "", "institution": "UC Davis", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Jo", "name_suffix": "", "institution": "Universite de Montreal", "department": "" }, { "first_name": "Yoshua", "middle_name": "", "last_name": "Bengio", "name_suffix": "", "institution": "Universite de Montreal", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29365/galley/19226/download/" } ] }, { "pk": 29725, "title": "“Take the Middle” – Averaging Prior and Evidenceas Effective Heuristic in Bayesian Reasoning", "subtitle": null, "abstract": "When humans revise their assumptions based on evidence, theyprocess information on the (un)certainties of the situation. Thisprocess can be modeled by a (mathematically optimal) Bayes-ian reasoning strategy. Humans typically deviate from thisnorm and apply heuristic strategies, often by only partially pro-cessing the available information (e.g., neglecting base rates).From a perspective of ecological rationality, such heuristicspossibly constitute viable cognitive strategies in certain situa-tions. We investigate the adequacy of a cognitively plausibleheuristic strategy, which amounts to approximately averagingthe probability information on prior hypotheses and evidence.We compare this strategy to optimal Bayesian reasoning and toinformation-neglecting strategies by exploring the situationalparameter space (number of hypotheses, prior and likelihoodvalues). Finally, we frame this in the context of teachers’ diag-nostic judgments on students’ potential misconceptions (pri-ors) based on students’ solutions (evidence) and interpret theresulting accuracy of decisions within the ecology of informalstudent assessment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian reasoning; averaging-prior-and-evidencestrategy; diagnostic judgments; ecological rationality" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1c0416jj", "frozenauthors": [ { "first_name": "Katharina", "middle_name": "", "last_name": "Loibl", "name_suffix": "", "institution": "University of Education Freiburg", "department": "" }, { "first_name": "Timo", "middle_name": "", "last_name": "Leuders", "name_suffix": "", "institution": "University of Education Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29725/galley/19582/download/" } ] }, { "pk": 29461, "title": "Task effects on the lexical boost effect in structural priming", "subtitle": null, "abstract": "Four structural priming experiments investigated the lexical boost effect in structural priming. In two experiments, wetested whether repeating the subject in prepositional object or double object ditransitive structures boosted structuralpriming. In two other experiments, we manipulated the repetition of the verb. Repetition of the subject noun affectedstructural priming, but only when the prime remained visible while participants produced the target sentence. In contrast,repetition of the verb boosted priming regardless of whether participants could see the prime and target simultaneously.We conclude that the subject noun repetition effect is more strategic in nature than the verb boost effect. Structures areautomatically associated with the verb, their syntactic head, whereas repetition of the subject noun only affects priming ifthe presentation method makes the repetition highly explicit.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Reading and Processing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4vq6h82w", "frozenauthors": [ { "first_name": "Roger", "middle_name": "van", "last_name": "Gompel", "name_suffix": "", "institution": "University of Dundee", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Wakeford", "name_suffix": "", "institution": "University of Abertay", "department": "" }, { "first_name": "Leila", "middle_name": "", "last_name": "Kantola", "name_suffix": "", "institution": "Ume University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29461/galley/19321/download/" } ] } ] }