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{ "count": 39501, "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": 29755, "title": "Antarjami: Exploring psychometric evaluation through a computer-based game", "subtitle": null, "abstract": "A number of questionnaire based psychometric testing frameworks are globally for example OCEAN (Five factor) indi-cator, MBTI (Myers Brigg Type Indicator) etc. However, questionnaire based psychometric tests have some known short-comings. This work explores whether these shortcomings can be mitigated through computer-based gaming platforms forevaluating psychometric parameters. A computer based psychometric game framework called Antarjami has been devel-oped for evaluating OCEAN (Five factor) indicators . It investigates the feasibility of extracting psychometric parametersthrough computer-based games, utilizing underlying improvements in the area of modern artificial intelligence. The can-didates for the test are subjected to a number scenarios as part of the computer based game and their reactions/responsesare used to evaluate their psychometric parameters. As part of the study, the parameters obtained from the game werecompared with those evaluated using paper based tests and scores given by a panel of psychologists. The achieved resultswere very promising.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5kb1401z", "frozenauthors": [ { "first_name": "Anirban", "middle_name": "", "last_name": "Lahiri", "name_suffix": "", "institution": "Arndit Ltd", "department": "" }, { "first_name": "Utanko", "middle_name": "", "last_name": "Mitra", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" }, { "first_name": "Sunreeta", "middle_name": "", "last_name": "Sen", "name_suffix": "", "institution": "Arndit Ltd", "department": "" }, { "first_name": "Mreenal", "middle_name": "", "last_name": "Chakraborty", "name_suffix": "", "institution": "Arndit Ltd", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Rajlakshmi", "middle_name": "", "last_name": "Guha", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" }, { "first_name": "Pabitra", "middle_name": "", "last_name": "Mitra", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" }, { "first_name": "Anupam", "middle_name": "", "last_name": "Basu", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" }, { "first_name": "Partha", "middle_name": "Pratim", "last_name": "Chakraborty", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29755/galley/19610/download/" } ] }, { "pk": 30130, "title": "A Phylogenetic Perspective on\nDistributed Decision-Making Mechanisms", "subtitle": null, "abstract": "This paper challenges a common assumption about decision-\nmaking mechanisms in humans: decision-making is a\ndistinctively high-level cognitive activity implemented by\nmechanisms concentrated in the higher-level areas of the\ncortex. We argue instead that human behavior is controlled by\na multiplicity of highly distributed, heterarchically organized\ndecision-making mechanisms. We frame it in terms of control\nmechanisms that procure and evaluate information to select\nactivities of controlled mechanisms and adopt a phylogenetic\nperspective, showing how decision-making is realized in\ncontrol mechanisms in a variety of species. We end by\ndiscussing this picture's implication for high-level cognitive\ndecision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision-making; phylogenetic refinement;\nheterarchical networks; hypothalamus; basal ganglia" } ], "section": "Papers accepted as Talks, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1m1572vx", "frozenauthors": [ { "first_name": "Linus", "middle_name": "Ta-Lun", "last_name": "Huang", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Bechtel", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30130/galley/19984/download/" } ] }, { "pk": 30037, "title": "Applying the Common Model of Cognition to Resting-State fMRI Leads to theIdentification of Abnormal Functional Connectivity in Parkinson’s Disease", "subtitle": null, "abstract": "A complete understanding of cognitive function in humansmust incorporate a model of interactions between networkedbrain regions. Alterations to these network interactions under-lie cognitive impairment in many neurodegenerative diseases,providing an important physiological link between brain struc-ture and cognitive function. Cognitive architectures have of-ten been used to explain how healthy brains function, typi-cally using task-based activity. However, this description isincomplete. Most systems-level brain activity is spontaneous,or intrinsic, and occurs whether or not a subject is performinga task. Here, we provide evidence that the Common Modelof Cognition, a consensus model derived from an analysis ofexisting cognitive architectures, can (a) be generalized to ac-count for brain activity at rest, rather than during tasks, and (b)correctly identify differences in basal ganglia connectivity inParkinson’s Disease.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Common Model of Cognition; Resting-statefMRI; Parkinson’s Disease; Dynamic Causal Modeling" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3404d4c0", "frozenauthors": [ { "first_name": "Micah", "middle_name": "", "last_name": "Ketola", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Shelby", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "Spelman College", "department": "" }, { "first_name": "Tara", "middle_name": "", "last_name": "Madhyastha", "name_suffix": "", "institution": "Amazon Web Services", "department": "" }, { "first_name": "Thomas", "middle_name": "J.", "last_name": "Grabowski", "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": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30037/galley/19891/download/" } ] }, { "pk": 30137, "title": "Appraising Science Textbooks through Quantitative Text Analysis andPsychometric Results of Students’ Reading Skills", "subtitle": null, "abstract": "The “primary-secondary learning gap” has long been discussedin Japan. Many students suddenly have difficulties inunderstanding subjects when they enter junior high school (7thgrade in Japan). Despite the fact that textbooks are one of themost important learning instruments, the qualitative andquantitative change in the content of textbooks has not beenexamined in light of the primary-secondary learning gap. Inthis paper, we show that students are overloaded with the steepincrease in the definitions of scientific concepts in textbooks.While the number of definition expressions in textbooksincreases rapidly toward junior high school, students’ skills inunderstanding definitions develop only gradually. Wedemonstrated this through a quantitative linguistic analysis oftextbooks and psychometric results of students’ reading skills.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reading Comprehension; Textbook; Definition" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xf1x28d", "frozenauthors": [ { "first_name": "Teiko", "middle_name": "", "last_name": "Arai", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Hidenao", "middle_name": "", "last_name": "Iwane", "name_suffix": "", "institution": "Reading Skill Test, Inc.", "department": "" }, { "first_name": "Takuya", "middle_name": "", "last_name": "Matsuzaki", "name_suffix": "", "institution": "Tokyo University of Science", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30137/galley/19991/download/" } ] }, { "pk": 30112, "title": "Approximating mental representation of verbs using semantic graphs", "subtitle": null, "abstract": "One of the most important questions in language sciences is concerned with argument structure acquisition. Here, wefocus the role of semantically most general verbs in argument structure bootstrapping. We propose a novel computationalframework that combines word embedding techniques with theories of semantic representation. Using graph vertex degreeas an index of semantic generality, we rank the semantic generality of verbs that appear in select five selective argumentstructures, the ditransitive, the spray/load, the conative, the causative-inchoative and the active-passive alternations (Levin,1993), from three corpora of children and their caregivers language productions (MacWhinney, 2000). We found Zipfiandistributions of vertex degrees in all three corpora, where verbs in children’s language input are semantically more re-stricted than adult-to-adult interactions. Except for the ditransitive, semantic general verbs do not take high rank in thevertex degree, suggesting that semantic generality might not play a role as important as previously argued.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/459416mz", "frozenauthors": [ { "first_name": "Hao", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "Astound.AI", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30112/galley/19966/download/" } ] }, { "pk": 29992, "title": "a process model of procrastination", "subtitle": null, "abstract": "Procrastination is prevalent. Empirical studies of procrastination have identified various contributing factors underlyingprocrastination. Models of procrastination, however, have only considered temporal discounting and have ignored otherfactors. Moreover, existing models of procrastination are mostly conceptual, and there is a lack of process models toexplain why people procrastinate. Here, we use reinforcement learning theory to build a process model of procrastination.The model assumes that people maximize expected utility while minimizing the total cost of the effort. Our model makesseveral predictions: 1. Strong temporal discounters will delay working early and rush to work near the deadline; 2. If atlow effort cost, cost is sensitive to increases in effort, people will delay working until the last minute; 3. If time pressure oreffort cost is high, perfectionists will not work at all. We designed a behavioral experiment to study the factors underlyingprocrastination and to test our model predictions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03z6r5bk", "frozenauthors": [ { "first_name": "Peiyuan", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Wei", "middle_name": "Ji", "last_name": "Ma", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29992/galley/19846/download/" } ] }, { "pk": 29411, "title": "A rational model of sequential self-assessment", "subtitle": null, "abstract": "People’s assessment of their ability varies in whether it is mea-sured once following a task or sequentially via confidencejudgments recorded throughout. Multiple models have beendeveloped to predict one-off judgments of performance, whichhave often distinguished between peoples’ biases about theirgeneral ability in a domain and their sensitivity to correctness.We propose a rational model of sequential self-assessmentwhich allows us to make predictions about each individualseparately—unlike in the one-off case which looks exclusivelyat the population level—and to identify, in addition to bias andsensitivity, the extent to which individuals’ beliefs are respon-sive to their most recent evidence over the course of a task. Wefit our model to data where participants solve algebraic equa-tions and show that bias, sensitivity, and responsiveness varymeaningfully across participants.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian modeling; Monte Carlo methods; parti-cle filter; self-assessment; metacognition" } ], "section": "Events, Actions, and Sequencing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mc5q6gx", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "A.", "last_name": "Jansen", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Anna", "middle_name": "N.", "last_name": "Rafferty", "name_suffix": "", "institution": "Carleton College", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29411/galley/19271/download/" } ] }, { "pk": 29933, "title": "Are all Framing Effects Created Equal? Relationships between Risky ChoiceFraming, Metaphor Framing, and Language", "subtitle": null, "abstract": "Behavior in classic framing tasks is unrelated to other cognitive bias measures, but little is known about the relation-ship among different types of framing effects. Across two experiments, participants in the US and India completed aclassic risky choice framing task, a metaphor framing task, and measures of cognitive style, linguistic proficiency, andmetaphor usage. We found no relationship between performance on the framing tasks for either sample, suggesting theytap into different underlying processes. Interestingly, language proficiency predicted risky choice framing behavior innative speakers and metaphor framing in non-native speakers. While there was a positive relationship between metaphorusage and metaphor framing for US participants, the sample from India showed a negative relationship, suggesting thatcurrent measures of metaphor usage may assess different behaviors for native versus non-native speakers. Overall, theresults suggest a heterogenous account of the mechanisms underlying framing effects even as they highlight the importantrole of language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4px1w6n5", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Thibodeau", "name_suffix": "", "institution": "Oberlin College", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Flusberg", "name_suffix": "", "institution": "Purchase College, SUNY", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29933/galley/19787/download/" } ] }, { "pk": 30201, "title": "Are analogies enough? Assessing long-term retention of and cognitive supports forscience concepts learned using structural alignment", "subtitle": null, "abstract": "One major challenge in science learning involves acquiring understanding of abstract concepts. Structural alignment (SA)has been shown to aid childrens learning of science concepts; however, research has yet to investigate how analogies affectchildrens ability to retain concepts over time. The current study addresses this gap by examining what information childrenremember and forget about science concepts using SA. Experiment 1 (N=120) instructed children 4-9 years on examplesof animal adaptation using SA, then tested their memory or generalization of these concepts immediately or after a delay.Experiment 2 (N=118) used the same design, but prompted children to recall only perceptual or relational information.Results revealed that children rapidly forget and fail to generalize relational information relative to perceptual information,and that this pattern persists even with linguistic supports to recall it. This suggests that additional cognitive supports areneeded to facilitate long-term relational learning of science concepts.", "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/9702z0mh", "frozenauthors": [ { "first_name": "Emma", "middle_name": "", "last_name": "Lazaroff", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30201/galley/20055/download/" } ] }, { "pk": 29981, "title": "Are content effects out of sight? An eye-tracking study of arithmetic problem solving", "subtitle": null, "abstract": "Evidence suggests that general, non-mathematical knowledge\nabout the entities described in an arithmetic word problem may\ninterfere with its encoding. We used behavioral and eye-\ntracking measures to investigate how the use of specific\nquantities may foster a cardinal representation of the numbers\nmentioned in a problem, whereas other quantities may favor an\nordinal representation instead. We asked 50 pre-service\nteachers to complete a solution validity assessment task. We\ncompared participants’ gaze patterns on isomorphic problems\nto gather insights into their encoded representations. On\nproblems featuring cardinal quantities, we found that specific\nsentences describing elements relevant in a cardinal\nunderstanding of the problems but irrelevant otherwise were\nlooked at longer and were the focus of a higher number of\nbackward eye movements. Additionally, an increase in pupil\ndilation on correctly solved cardinal problems supported the\nidea that participants need to engage in a recoding process\nwhen facing semantic incongruence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "arithmetic word problems; encoding effects; eye\ntracking; mathematical cognition; problem solving" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7zk5d0w2", "frozenauthors": [ { "first_name": "Hippolyte", "middle_name": "", "last_name": "Gros", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Sander", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29981/galley/19835/download/" } ] }, { "pk": 30111, "title": "A Re-Implementation of a Dynamic Field Theory Model of Mental Maps usingPython and Nengo", "subtitle": null, "abstract": "In Dynamic Field Theory (DFT) cognition is modeled as the interaction of a complex dynamical system. The connectionto the brain is established by smaller parts of this system, neural fields, that mimic the behavior of neuron populations. Wereimplemented a spatial reasoning model from DFT in Python using the Nengo framework to test if the models results canbe reproduced. Moreover we aimed at providing an alternative to the existing DFT implementations to facilitate futureresearch in that direction. Our results show that the proposed spatial reasoning model works as described since we wereable to duplicate both the behavior of single neural fields and the whole model. However, there are statistical differencesin performance between the two implementations, and future work is needed to determine the cause of these differences,and to increase the speed of the Python implementation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jm8w78d", "frozenauthors": [ { "first_name": "Rabea", "middle_name": "", "last_name": "Turon", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Paulina", "middle_name": "", "last_name": "Friemann", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Terrence", "middle_name": "", "last_name": "Stewart", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30111/galley/19965/download/" } ] }, { "pk": 29826, "title": "Are Mental Representations of Object Shape Always Quickly Updateable duringLanguage Comprehension?", "subtitle": null, "abstract": "Research demonstrates that when participants read a sentence about an agent in a certain location and then are showna pictured object, verification time is shorter whenever the pictured object matches the final object state implied by thesentence. Using a sentence-picture verification paradigm, we set out to investigate if the same pattern of results holdstrue when proprioceptive and kinesthetic experiences are considered. In three experiments participants read sentencesthat implied object state-changes as a function of the impact caused by differently weighted items (You drop a bowlingball/balloon on a tomato) followed by a pictured object in either a canonical (e.g., a round tomato) or a non-canonical (e.g.,a squashed tomato) state. The results showed that depictions of non-canonical objects showed the effect, but depictionsof canonical objects did not. Thus, representations of object states compete when non-visual features of the situation areimplied by the sentential context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5nr0f0xw", "frozenauthors": [ { "first_name": "Oleksandr", "middle_name": "", "last_name": "Horchak", "name_suffix": "", "institution": "Instituto Universitrio de Lisboa", "department": "" }, { "first_name": "Margarida", "middle_name": "", "last_name": "Garrido", "name_suffix": "", "institution": "Instituto Universitrio de Lisboa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29826/galley/19680/download/" } ] }, { "pk": 29827, "title": "Are modal representations automatic ingrained when processing the meaning ofmotor concrete Spanish verbs?", "subtitle": null, "abstract": "For modal approaches to conceptualization, concepts are couched by a corpus of cognitive processes such as perception,language, and action. Motor verbs offer an opportunity to evaluate the automatic onset of a clear spatial and modalcomponent in the mental representations of linguistic items. This study aimed to test the automaticity of these spatialcomponents when processing the meaning of concrete motor verbs. In one eye-tracking experiment, 31 participants viewed144 Spanish rebug sentences (i.e. escurrir ) with four schematic pictures (left, right, up, down) by a visual word paradigm.The study registered more and larger visits on the schematic pictures related to the motor and perceptive experience whendoing the action refereed by the verbs. Mainly, these findings add evidence on the automaticity of the modal componentof mental representations and help to understand how this component is ingrained in language for action meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fr348c9", "frozenauthors": [ { "first_name": "Mara", "middle_name": "", "last_name": "Macedo", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" }, { "first_name": "Braulio", "middle_name": "", "last_name": "Martnez", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" }, { "first_name": "Roberto", "middle_name": "", "last_name": "Aguirre", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29827/galley/19681/download/" } ] }, { "pk": 29663, "title": "Are Polysemy Effects Modulated by Sublexical, Lexical, and Semantic Factors?", "subtitle": null, "abstract": "Most words are polysemous, denoting related but distinct senses (e.g., chicken referring to an ANIMAL or to FOOD).Jager, Green, and Clelland (2016, LCN) reported facilitatory effects of polysemy on lexical processing that interacted withword frequency and type of task. We undertook a broader investigation of interactions between polysemy and severalsublexical, lexical, and semantic properties of words, to determine whether such interactions could explain inconsistenteffects of polysemy reported in the literature. Estimating degree of polysemy using dictionary sense counts, we studied theinteraction between polysemy and these other properties when predicting performance in lexical decision and semantic cat-egorization mega-studies. We observed interactions between polysemy and both lexical and semantic, but not sublexical,variables. Our results, while not replicating the exact effects reported by Jager and colleagues, highlight the importance ofdeveloping models of semantic ambiguity that take into consideration interactions with other psycholinguistic propertiesof words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51f0s5mm", "frozenauthors": [ { "first_name": "Di", "middle_name": "", "last_name": "Mo", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Barend", "middle_name": "", "last_name": "Beekhuizen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Blair", "middle_name": "", "last_name": "Armstrong", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29663/galley/19520/download/" } ] }, { "pk": 30154, "title": "A Resource-Rational Mechanistic Account of Human Coordination Strategies", "subtitle": null, "abstract": "Humans often coordinate their actions in order to reach a mu-tually advantageous state. These circumstances are chieflymodeled by coordination games, a well-known class of gamesextensively studied in behavioral economics. In this work,we present the first resource-rational mechanistic approachto coordination games, showing that a variant of norma-tive expected-utility maximization acknowledging cognitivelimitations can account for several major experimental find-ings on human coordination behavior in strategic settings.Concretely, we show that Nobandegani et al.’s (2018) ratio-nal process model, sample-based expected utility, providesa unified account of (1) the effect of time pressure on hu-man coordination, and (2) how systematic variations of risk-vs. payoff-dominance affect coordination behavior. Impor-tantly, Harsanyi and Selten’s (1988) theory of equilibrium se-lection fails to account for (1-2). As such, our work suggeststhat the optimal use of limited cognitive resources may lie atthe core of human coordination behavior. We conclude by dis-cussing the implication of our work for understanding humanstrategic behavior, moral decision-making, and human ratio-nality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "behavioral game theory; one-shot non-cooperativegames; coordination games; moral decision-making; resource-rational process models" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2xk691qg", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30154/galley/20008/download/" } ] }, { "pk": 30132, "title": "A Resource-Rational Process Model of Fairness in the Ultimatum Game", "subtitle": null, "abstract": "Widely regarded as the cornerstone of justice (Rawls, 1971),fairness constitutes one of the pillars of human morality. TheUltimatum Game (UG), extensively studied in behavioral eco-nomics, is the canonical task for studying fairness. In sharpcontrast to the predictions of normative standards in game the-ory, people typically reject low offers in UG. In this work,we present the first resource-rational process model of UG.Concretely, by taking into account people’s expectations, weshow that Nobandegani et al.’s (2018) resource-rational pro-cess model, sample-based expected-utility, provides a unifiedaccount of several experimental findings in UG, namely, theeffects of expectation, competition, and time pressure. Assum-ing that expectation serves as a reference point for subjectivevaluation of an offer, we show that the rejection of low offers inUG can arise from purely self-interested expected-utility max-imization. We conclude by discussing the implication of ourwork for moral decision-making and, more broadly, human ra-tionality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Ultimatum game; moral decision-making; fair-ness; rational process models" } ], "section": "Papers accepted as Talks, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7wg1g11r", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Constance", "middle_name": "", "last_name": "Destais", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30132/galley/19986/download/" } ] }, { "pk": 29514, "title": "Are you thinking what I’m thinking?Perspective-taking in a language game", "subtitle": null, "abstract": "Many theories of communication claim that perspective-taking is afundamental component of the successful design of utterances for aspecific audience. We investigated perspective-taking in aconstrained communication situation: Participants played a wordguessing game where each trial required them to communicate atarget word without context. In each game, pairs of participants tookturns giving and receiving clues to guess target words, bothreceiving feedback after each trial. In Experiment 1, none of themeasures of participants’ performance improved over rounds,suggesting either that participants were unable to improve theirperspective-taking or that the task was simply too demanding forother reasons. In Experiment 2, we tested whether this lack ofimprovement was due to overall difficulty rather than inability totake perspective. While the success rate in Experiment 2 didimprove over the course of the game, our analyses indicated that theimprovement was due to participants discovering a frequencyheuristic (using rarer clue words) rather than improved perspective-taking per se. The results of these two experiments show thatimproving perspective-taking adaptively is very difficult when thereis no context to ground either signal choice or interpretation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "communication; perspective-taking; audiencedesign; interaction; word associations" } ], "section": "Pragmatics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cq524wd", "frozenauthors": [ { "first_name": "Johanne", "middle_name": "", "last_name": "Nedergaard", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29514/galley/19374/download/" } ] }, { "pk": 29592, "title": "A role for working memory in shaping the action policy for reinforcement learning", "subtitle": null, "abstract": "During learning, humans recruit multiple cognitive mechanisms, including value-based reinforcement learning and ex-ecutive functions, like working memory. Recent research has begun to unmask connections between these two systems,proposing roles for attention and working memory in shaping underlying learning computations. Here, using a simpleinstrumental learning task, we provide evidence that working memory plays a role in establishing the correct state spacethat reinforcement learning operates over. We show that reinforcement learning is impaired when executive functioning istaxed by a secondary task and that this effect is especially pronounced when the two tasks are performed simultaneouslyrather than alternated. Computational modeling suggests that when the executive function is occupied, the reinforcementlearning system forms policy over a confused state-space. This study adds to a growing body of research proposing a morefundamental role for high-level executive processes in low-level reinforcement learning computations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83z9p27t", "frozenauthors": [ { "first_name": "Ham", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Mcdougle", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Anne", "middle_name": "", "last_name": "Collins", "name_suffix": "", "institution": "UC Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29592/galley/19451/download/" } ] }, { "pk": 30036, "title": "Artificial Language Learning: Combining Syntax and Semantics", "subtitle": null, "abstract": "Artificial Grammar Learning (AGL) paradigms are a powerful method to study language learning and processing. How-ever, unlike natural languages, these tasks rely on grammars specifying relationships between meaningless stimuli with noreal-world referents. Therefore, learning is typically assessed based on grammaticality or familiarity judgements, assess-ing how well-formed a sequence is. We combined a meaningful vocabulary (in which nonsense words refer to propertiesof visual stimuli (colored shapes)) with different grammatical structures (adjacent, center-embedded, or crossed dependen-cies). Using an incremental, starting-small paradigm, participants were asked to interpret increasingly complex sequencesof nonsense words and select the set of visual stimuli that they described. High levels of learning were observed for allgrammars, including those which have previously been difficult to learn in traditional AGL paradigms. Here, the addi-tion of semantics not only allows closer comparisons to natural language but also aids learning, representing a valuableapproach to studying language 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/10d0b3xv", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Haslam", "name_suffix": "", "institution": "Newcastle University", "department": "" }, { "first_name": "Fenna", "middle_name": "", "last_name": "Poletiek", "name_suffix": "", "institution": "Leiden University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Petkov", "name_suffix": "", "institution": "Newcastle University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30036/galley/19890/download/" } ] }, { "pk": 30181, "title": "A Self-Learned Arbitration Between Model-Based and Model-Free NavigationStrategies in Autonomous Driving", "subtitle": null, "abstract": "Neuroscience research shows that mammals use two systems in spatial navigation: a flexible model-based strategy and aspontaneous model-free strategy. Mammals shift from model-based to model-free strategy as skills become ”habitized”and mostly use model-based strategy when high-level planning is necessary. Inspired by this line of work, the present studyproposes a model with a novel arbitration structure that solves the navigation problem in the autonomous-driving domain.This model takes into account the information from a model-based mapping/planning system and a model-free reactivecontroller, and adopts a learning-based gating method to adaptively arbitrate between the two systems. Experiments showthat the agent generally uses the reactive system when following lanes and driving through familiar intersections, andtend to rely on the planning system at unfamiliar intersections to get information about turning directions. The results aresimilar to mammal behaviors and provide insight for autonomous driving in the real world.", "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/70r8k0qf", "frozenauthors": [ { "first_name": "Shaojun", "middle_name": "", "last_name": "Cai", "name_suffix": "", "institution": "Uisee Technology (Beijing) Ltd", "department": "" }, { "first_name": "Yingjia", "middle_name": "", "last_name": "Wan", "name_suffix": "", "institution": "Chinese Academy of Sciences", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30181/galley/20035/download/" } ] }, { "pk": 29708, "title": "A Simple Computational Model of Salience Map Formation in the Brain", "subtitle": null, "abstract": "Many convolutional neural network (CNN)-based approaches are excellent functional models of visual attention, but lackcognitive and biological interpretations. In this work, I offer novel, cross-disciplinary justification for the Deep Gaze 1model, which calculates salience as a weighted average of feature maps from a pre-trained CNN. In the cognitive realm,experiments demonstrate that visual attention depends on multiple levels of real-world features (edges, text, faces). Thisis well-modeled using features from a naturalistically-trained CNN. Furthermore, neuroscience research strongly suggeststhat visual attention is computed in the superior colliculus, using information from multiple levels of the ventral visualstream; all information flow in Deep Gaze follows analogous pathways. To encourage broader adoption of this model,whose source code remains unpublished, I offer a readable implementation with minor changes for biological plausibility.It is validated on the MIT1003 dataset using features from MobileNetV2, with results comparable to the original DeepGaze.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gn5c3gn", "frozenauthors": [ { "first_name": "Abe", "middle_name": "", "last_name": "Leite", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29708/galley/19565/download/" } ] }, { "pk": 29720, "title": "Asking questions with a big impact: Adapting to other interpretations of gradableadjectives", "subtitle": null, "abstract": "When communicating, people adapt their linguistic representations to those of their interlocutors. Previous studies haveshown that adaptation also works at the semantic level, with listeners aligning their interpretations of vague expressionssuch as quantifiers to those by a certain speaker. While adaptation has been found to arise by passive exposure to the inter-locutors linguistic representations, we hypothesize that actively seeking information could boost this effect. In particular,asking clarification questions can be helpful to reduce the uncertainty about someone elses interpretation. We focus on thegradable adjectives big and small and show that, in line with previous findings, speakers can align their representations tothose by their interlocutors. Moreover, this effect is boosted when people are given the possibility to ask questions. Thoughparticipants can generally ask for useful information, we observe that this ability improves as the interaction progresses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/44g873xt", "frozenauthors": [ { "first_name": "Sandro", "middle_name": "", "last_name": "Pezzelle", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Raquel", "middle_name": "", "last_name": "Fernandez", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29720/galley/19577/download/" } ] }, { "pk": 29569, "title": "Ask or Tell: Balancing questions and instructions in intuitive teaching", "subtitle": null, "abstract": "Teaching is an intuitive social activity that requires reason-ing about and influencing the mind of others. A good teacherforms a belief about the knowledge of their student, asks clar-ifying questions, and gives instructions or explanations to tryto induce a target concept in the student’s mind. We proposePartially Observable Markov Decision Processes (POMDPs)as a model of intuitive human teaching. According to this ac-count, teachers make pedagogical decisions with uncertaintyabout the knowledge state of their student. In two behavioralexperiments, human participants were tasked with balancingassessments (asking questions) and instructions to help teach astudent to build a tower of colored blocks. Human behavior inthe task was compared to the performance of a computerizedteaching algorithm optimized to solve the equivalent POMDP.Our results show that humans favor asking questions and estab-lishing common ground during teaching even at an economiccost and increase question asking as uncertainty grows.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "teaching; machine teaching; POMDPs; questionasking; instruction; education" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3nq200pc", "frozenauthors": [ { "first_name": "Pamela", "middle_name": "J. Osborn", "last_name": "Popp", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "M.", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29569/galley/19429/download/" } ] }, { "pk": 29965, "title": "A spiking neural architecture for conscious chaining of mental operations", "subtitle": null, "abstract": "Flexible information routing in the brain is crucial to perform sequential tasks in which an operation takes as input theresult of the preceding operation (e.g. add 2 to a given digit, then compare the result to 5). Experiments suggest thatindividual operations such as addition and comparison can proceed subliminally, while their chaining requires consciousperception. Here we use the semantic pointer architecture to model a global workspace and specialist processors withspiking neurons. Non-conscious information has limited spatio-temporal influence in our model, while information that isselected to enter the global workspace can be maintained over time and selectively routed to the processors whose role isto execute the operations. The model can perform three tasks that consist of different operation chains. Response timesand accuracy are compared to human performance data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4rr4w4kn", "frozenauthors": [ { "first_name": "Hugo", "middle_name": "", "last_name": "Chateau-Laurent", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Serge", "middle_name": "", "last_name": "Thill", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29965/galley/19819/download/" } ] }, { "pk": 29757, "title": "A spiking neuron model of inferential decision making:Urgency, uncertainty, and the speed-accuracy tradeoff", "subtitle": null, "abstract": "Decision making (DM) requires the coordination of anatom-ically and functionally distinct cortical and subcortical areas.While previous computational models have studied these sub-systems in isolation, few models explore how DM holisticallyarises from their interaction. We propose a spiking neuronmodel that unifies various components of DM, then show thatthe model performs an inferential decision task in a human-likemanner. The model (a) includes populations corresponding todorsolateral prefrontal cortex, orbitofrontal cortex, right inferiorfrontal cortex, pre-supplementary motor area, and basal ganglia;(b) is constructed using 8000 leaky-integrate-and-fire neuronswith 7 million connections; and (c) realizes dedicated cognitiveoperations such as weighted valuation of inputs, accumulationof evidence for multiple choice alternatives, competition be-tween potential actions, dynamic thresholding of behavior, andurgency-mediated modulation. We show that the model repro-duces reaction time distributions and speed-accuracy tradeoffsfrom humans performing the task. These results provide be-havioral validation for tasks that involve slow dynamics andperceptual uncertainty; we conclude by discussing how addi-tional tasks, constraints, and metrics may be incorporated intothis initial framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Neural Engineering Framework; decision making;computational model;" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0sb290h8", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Duggins", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Dominik", "middle_name": "", "last_name": "Krzeminski", "name_suffix": "", "institution": "Cardiff University Brain Research Imaging Centre", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Szymon", "middle_name": "", "last_name": "Wichary", "name_suffix": "", "institution": "Leiden University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29757/galley/19612/download/" } ] }, { "pk": 30214, "title": "Assessing children’s perceptual sensitivity to social information", "subtitle": null, "abstract": "Recent theories of social-cognitive development have generally focused on the development of theory of mind betweeninfancy and preschool. However, social understanding involves more than developing an inferential understanding of mindand continues beyond the early childhood years. We present preliminary findings from a study that evaluated childrensperceptual sensitivity to subtle kinematic cues that distinguish between intentions in others behaviour, based on Pesquita etal. (2016). On each trial, children observed videos of an actor reaching to touch one of two buttons. On half the trials theactor chose which button to touch and on the other half they were directed. A paired-samples t-test showed that participantswere reliably faster at correctly predicting the actors movement in the chosen condition than the directed condition [t(39)= 6.23, p ¡ .01, Cohens d = 0.99)]. We argue that social understanding comes in various forms and at different levels ofawareness.", "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/6hb5d9xz", "frozenauthors": [ { "first_name": "Emanuela", "middle_name": "", "last_name": "Yeung", "name_suffix": "", "institution": "University of Copenhagen", "department": "" }, { "first_name": "Ulrich", "middle_name": "", "last_name": "Mueller", "name_suffix": "", "institution": "University of Victoria", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30214/galley/20068/download/" } ] }, { "pk": 30144, "title": "Assessing the relationship between trait and state levels of mind wanderingduring a tracing task", "subtitle": null, "abstract": "The aim of this study is to investigate whether trait differencesin mind wandering can also predict state differences in mindwandering. More specifically, we ask whether dimensions ofdisengagement, improvisation, and navigation of mind wan-dering thoughts in daily life also influence these dimensions ofmind wandering states during performance of a tracing task.Previous findings concerning the relationship between trait andstate mind wandering are inconsistent. Although studies indi-cate a significant relationship between the two, the correlatesof trait mind wandering and state mind wandering are not al-ways the same. Because of this, we expect to shed some lighton these inconsistencies by using a novel measure of mindwandering, which captures essential individual differences inthe nature of the phenomenon. Our results indicate that indi-vidual differences in trait mind wandering significantly predictstate differences in content variation of mind wandering andtask performance, but not in perceptual decoupling or in men-tal navigation. Implications of these findings are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "trait mind wandering; state mind wandering; perceptual decou-pling; mental improvisation; mental navigation; content varia-tion" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5qz7655d", "frozenauthors": [ { "first_name": "Mariana", "middle_name": "Rachel", "last_name": "Dias da Silva", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Oscar", "middle_name": "F.", "last_name": "Gonc ̧alves", "name_suffix": "", "institution": "University of Minho", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Postma", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30144/galley/19998/download/" } ] }, { "pk": 29931, "title": "A study of hand manipulation and spatial tasks in which preschool girls performwell.", "subtitle": null, "abstract": "Image manipulation has been reported in mental rotation (Noda, 2010). The purpose of this study is to examine thedevelopment of hand manipulation and gender differences in the placement tasks. Participants included 26 five-year-olds(15 boys, 11 girls), 29 four-year-olds (15 boys, 14 girls), and 29 three-year-olds (14 boys, 15 girls). The task was similarto the WISC picture arrangement. As a procedure, 0 and 180 cards were placed on both sides. Participants were asked theimage of inclining in the intermediate states. Then, 45, 90, and 135 cards were placed. The convex and the bird-like picturewere used. The results showed that girls performed better than boys. And the method of manipulation has changed withage. Boys manipulated cards more frequently than girls. As performance increased, manipulation frequency decreasedin boys while it increased in girls. This may be due to developmental changes in cognitive processing between boys andgirls.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54x2g3nj", "frozenauthors": [ { "first_name": "Mitsuru", "middle_name": "", "last_name": "Noda", "name_suffix": "", "institution": "Edogawa University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29931/galley/19785/download/" } ] }, { "pk": 29913, "title": "A Task and Motion Approach to the Development of Planning", "subtitle": null, "abstract": "Developmental psychology presents us with a puzzle: though children are remarkably apt at planning their actions, theysuffer from surprising yet consistent shortcomings. We argue that these patterns of triumph and failure can be broadlycaptured by the framework of task and motion planning, where plans are hybrid entities consisting of both a structured,symbolic skeleton and a continuous, low-level trajectory. As a proof of concept, we model two case studies from the tooluse literature and show how their results can be understood by the interaction of symbolic and continuous plans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b38p1fp", "frozenauthors": [ { "first_name": "Joo", "middle_name": "", "last_name": "Loula", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Kelsey", "middle_name": "", "last_name": "Allen", "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": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29913/galley/19767/download/" } ] }, { "pk": 29722, "title": "A theoretically driven meta-analysis of implicit theory of mind studies: The role offactivity", "subtitle": null, "abstract": "The capacity for Theory of Mind (ToM) allows us to repre-sent others’ understanding of the world independently fromour own and then explain and predict their actions in terms oftheir understanding. Researchers have often focused on tryingto find evidence for an implicit theory of mind system: one thatemerges early in human ontogeny and operates mandatoriallyin adults. In this paper, we ask how the recent methodologi-cal push towards replication can be used as a tool that bearson a key theoretical distinction in implicit Theory of Mind,namely the distinction between factive and non-factive ToMrepresentation. Unlike other meta-analyses, our primary inter-est is not the overall replicability of theory of mind findings.Instead, we ask whether the replicability of implicit theory ofmind tasks depends in part on whether they measured factiveor non-factive ToM. We find that, to the extent that there isreplicable and robust evidence for implicit ToM, that evidencelargely comes from tests that investigated factive ToM repre-sentations. This analysis is a proof of concept of the broaderpotential for using replication attempts to ask theoretically mo-tivated questions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of Mind; Factive; Non-Factive; Replica-tion; Meta-Analysis" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n34g5z2", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "", "last_name": "Holland", "name_suffix": "", "institution": "Center for Cogntive Neuroscience (CCN) and Program in Cognitive Science", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "Center for Cogntive Neuroscience (CCN) and Program in Cognitive Science", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29722/galley/19579/download/" } ] }, { "pk": 29975, "title": "A theory of bouletic reasoning", "subtitle": null, "abstract": "No present theory explains or models the inferences peopledraw about the real world when reasoning about “bouletic”relations, i.e., predicates that express desires, such as want inLee wants to be in love. Linguistic accounts of such bouleticrelations define them in terms of their relation to a desirer’sbeliefs, and how its complement is deemed desirable (cf.Heim, 1992; Villalta, 2008; Rubinstein 2012). In contrast, wedescribe a new model-based theory (cf. Johnson-Laird, 2006;Khemlani, Byrne, & Johnson-Laird, 2018) that posits that suchpredicates are fundamentally counterfactual in nature. Inparticular, X wants P should imply that P is not the case,because you cannot want what is already true. The theorymakes empirical predictions about how people assess theconsistency of bouletic relations as well as how they use suchrelations to eliminate disjunctive possibilities. Twoexperiments tested and validated the theory’s centralpredictions. We assess the theory in light of alternativeaccounts of human reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "bouletic reasoning" }, { "word": "Desire" }, { "word": "mental model" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xm9k7vs", "frozenauthors": [ { "first_name": "Hillary", "middle_name": "", "last_name": "Harner", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "NRC Postdoctoral Fellow", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29975/galley/19829/download/" } ] }, { "pk": 29859, "title": "Attentional Competition in Genuine Classrooms: Analysis of the Classroom VisualEnvironment", "subtitle": null, "abstract": "Prior research in laboratory settings suggests highly decoratedlearning environments reduce attention to instructional taskshampering learning. However, systematic research examininghow the visual environment relates to children’s on-taskbehavior in genuine learning environments is more rare. Thus,it is unknown whether prior laboratory findings can beextended to genuine classrooms and what specific aspects ofthe visual environment might pose a challenge for children’sattention regulation and learning. This study aims to (1)provide a nuanced examination of specific elements of theclassroom visual environment (e.g., visual noise, quantity ofposters, color darkness, color variability, adherence to generaldesign principles) by analyzing panoramic photographs of 58classrooms, and (2) investigate whether specific elements ofthe visual environment are related to rates of on-taskbehavior. Results indicate on-task behavior declined inclassrooms containing greater visual noise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Classroom Design; Attention; On-task behavior;Off-task behavior; Visual Distraction" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5m0263qz", "frozenauthors": [ { "first_name": "Karrie", "middle_name": "E.", "last_name": "Godwin", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Howard", "middle_name": "", "last_name": "Seltman", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Scupelli", "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": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29859/galley/19713/download/" } ] }, { "pk": 29969, "title": "Audiovisual Information Processing in Emotion Recognition:\nAn Eye Tracking Study", "subtitle": null, "abstract": "In audiovisual information processing, auditory information\nmay interfere with eye movement planning in visual\nprocessing due to competition for attentional resources. Here\nwe hypothesize that this interference may be mitigated in the\nrecognition of emotions involving strong audiovisual\ncoupling. Participants judged the emotion of a talking head\nvideo under audiovisual, video-only, and audio-only\nconditions. While participants generally performed the best in\nthe audiovisual condition, their eye movement pattern did not\nchange significantly across the three conditions except for the\nrecognition of disgust. In disgust recognition, eye movements\nin the audiovisual condition were less eyes-focused than the\nvideo-only condition, and the larger the difference, the less\nthe audiovisual advantage in performance. Disgust\nrecognition develops later in life and may involve weaker\naudiovisual coupling. Accordingly, our results suggest that\nwhether emotional voice information facilitates emotion\nrecognition without interfering with eye movement planning\ndepends on the strength of audiovisual coupling in emotion\nprocessing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion recognition; audiovisual processing;\nfacial expression; eye movement; EMHMM" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4s74k4z9", "frozenauthors": [ { "first_name": "Yueyuan", "middle_name": "", "last_name": "Zheng", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29969/galley/19823/download/" } ] }, { "pk": 29547, "title": "Auditory, Visual, and Speech Category Learning in the Same Individuals", "subtitle": null, "abstract": "Category learning is a fundamental process in human cognition. Recent efforts have attempted to adapt theories developedin vision to the auditory domain. However, no study has directly compared auditory and visual category learning in thesame individuals. Using a fully within-subjects approach, we trained participants on non-speech auditory, visual, andnon-native speech categories in a single day. By comparing category learning behavior, the ability to generalize to novelcategory exemplars, and leveraging decision bound computational models, we found that while individuals demonstratedsimilar learning across the auditory and visual modalities, there were distinct perceptual biases that influenced learning ofnon-speech auditory categories. Further, there were substantial individual differences in performance across the three tasks.This study presents a novel comparison of category learning across modalities in the same individuals and demonstratesthat although commonalities exist, there is some domain-specificity to category learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hc4w5j6", "frozenauthors": [ { "first_name": "Casey", "middle_name": "", "last_name": "Roark", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Bharath", "middle_name": "", "last_name": "Chandrasekaran", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29547/galley/19407/download/" } ] }, { "pk": 30175, "title": "Auricular Transcutaneous Vagus Nerve Stimulation (tVNS) Affects Mood and\nAnxiety during Second Language Learning", "subtitle": null, "abstract": "Vagus nerve stimulation (VNS) has been used to address the\nsymptoms of treatment-resistant depression (Rush et al., 2000)\nand is proposed to also alleviate anxiety effects (George et al.,\n2008). Transcutaneous VNS (tVNS) offers a less invasive\ntreatment mechanism for clinical populations; however, little is\nknown about tVNS effects on mood and anxiety in a non-\nclinical adult population. Using auricular tVNS, the present\nstudy showed that 10 minutes of tVNS immediately preceding\nsecond-language learning across three consecutive days\nreduced state negative affect, somatic anxiety, and cognitive\nanxiety, dependent on task performance and/or trait\nmood/anxiety.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "tVNS; mood; anxiety; second language learning" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9661j84b", "frozenauthors": [ { "first_name": "Regina", "middle_name": "C.", "last_name": "Calloway", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Valerie", "middle_name": "P.", "last_name": "Karuzis", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Tseng", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Martinez", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Polly", "middle_name": "", "last_name": "O’Rourke", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30175/galley/20029/download/" } ] }, { "pk": 29785, "title": "Automatic and Controlled Sentence Production: A Computational Model", "subtitle": null, "abstract": "We present a computational model of sentence production thatemulates variation of the output of lexicalization andgrammatical encoding of the abstract pre-lexical message, interms of complexity and accuracy of the generated sentence aswell as fluency and cognitive costs of the sentence production.The model integrates approaches from routine action selectionmodels built on Dual Systems Theory (Norman & Shallice,1986) with ‘A Blueprint for the Speaker’ developed by Levelt(1989). The paper describes and justifies the modelarchitecture, explores factors affecting language variation inproduction, and applies the model for testing relationshipbetween complexity, accuracy, and fluency (CAF) of languageproduction as debated within Second Language Acquisition(SLA) research. A simulation that generated 78,750 sentencesprovides evidence of the trade-off relationship between CAFparameters as speakers have to sacrifice performance on one ofthe CAF factors in order to improve the remaining two.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sentence production; attentional control; spreadingactivation model; language variation; complexity" }, { "word": "accuracy" }, { "word": "and fluency (CAF);" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9w43z0m9", "frozenauthors": [ { "first_name": "Eugene", "middle_name": "V.", "last_name": "Buyakin", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Richard", "middle_name": "P.", "last_name": "Cooper", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29785/galley/19639/download/" } ] }, { "pk": 29723, "title": "Automatic Detection of Cross-language Verbal Deception", "subtitle": null, "abstract": "The assessment of how a deceptive message is produced in dif-ferent languages has received little attention, with the majorityof studies focused on the English language. Moreover, thereis no agreement about the stability of linguistic clues of deceitacross different languages. In this paper, we address this issueby analysing both theory-driven linguistic markers of decep-tion (cognitive load hypothesis) and standard text categorisa-tion features. After compiling a multilingual corpus of bothhonest and deceitful first-person opinions regarding five differ-ent topics, we assessed the cross-language applicability of fourdifferent features sets in within-topic, cross-topic and cross-language binary classification experiments. Results showedpromising classification performances in all the three experi-ments with few exceptions. Interestingly, linguistic markersof deceit linked to the cognitive load hypothesis exhibited thesame trend in the two languages under investigation and thecross-language evaluation highlighted their usefulness in spot-ting deceit between different languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "deception; multilingual; cognitive load; computa-tional linguistics; machine learning" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0dk6h8t5", "frozenauthors": [ { "first_name": "Pasquale", "middle_name": "", "last_name": "Capuozzo", "name_suffix": "", "institution": "University of Padova", "department": "" }, { "first_name": "Ivano", "middle_name": "", "last_name": "Lauriola", "name_suffix": "", "institution": "University of Padova , Fondazione Bruno Kessler", "department": "" }, { "first_name": "Carlo", "middle_name": "", "last_name": "Strapparava", "name_suffix": "", "institution": "Fondazione Bruno Kessler", "department": "" }, { "first_name": "Fabio", "middle_name": "", "last_name": "Aiolli", "name_suffix": "", "institution": "University of Padova", "department": "" }, { "first_name": "Giuseppe", "middle_name": "", "last_name": "Sartori", "name_suffix": "", "institution": "University of Padova", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29723/galley/19580/download/" } ] }, { "pk": 29634, "title": "Automating validation of learning and decision making models using theCogniBench framework", "subtitle": null, "abstract": "Much of cognitive science is based on constructing, validating, and comparing formal models of the mind. Whereascoming up with new and useful models requires expertise and creativity, validating the proposed models and comparingthem against the state-of-the-art mainly requires a systematic, rigorous approach. The task of model validation is thereforeparticularly well-suited for the types of automation that have propelled other research fields (cf. impact of bioinformaticson biology). Here we propose a model benchmarking framework implemented as an open-source Python package namedCogniBench. Given a set of candidate models (which can be implemented in various languages), experimental obser-vations, and scoring criteria, CogniBench automatically performs model benchmarks and reports the resulting matrix ofscores. We demonstrate the potential of the proposed framework by applying it in the domain of learning and decisionmaking, which poses unique requirements for model validation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/38t5g9z9", "frozenauthors": [ { "first_name": "Filip", "middle_name": "", "last_name": "Melinscak", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Eshref", "middle_name": "", "last_name": "Yozdemir", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Dominik", "middle_name": "R.", "last_name": "Bach", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29634/galley/19492/download/" } ] }, { "pk": 29574, "title": "A Visual Recall Paradigm to Assess Implicit Statistical Learning", "subtitle": null, "abstract": "Implicit statistical learning, whereby regularities between stimuli are detected without conscious awareness, is importantfor language acquisition. This form of learning has often been assessed using measures that require conscious decisionmaking or explicit reflection (e.g., 2AFC tasks). We aimed to measure statistical learning more implicitly. We leveraged thefact that frequently co-occurring stimuli may be chunked into a single cognitive unit, reducing working memory demands.We developed an artificial grammar in which sequences contained pairs of stimuli which always co-occurred (chunks)and more variable between-chunk transitions. In a novel visual recall paradigm, participants were asked to rememberand recreate sequences of serially presented images. Recall of predictable sequences improved over the course of theexperiment. However, recall dropped to initial levels when participants were presented with random sequences containingno predictable chunks. This approach represents a valuable method to measure statistical learning implicitly, withoutrequiring conscious reflection.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fd623qq", "frozenauthors": [ { "first_name": "Holly", "middle_name": "", "last_name": "Jenkins", "name_suffix": "", "institution": "Newcastle University", "department": "" }, { "first_name": "Ysanne", "middle_name": "de", "last_name": "Graaf", "name_suffix": "", "institution": "Newcastle University", "department": "" }, { "first_name": "Faye", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Newcastle University", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Riches", "name_suffix": "", "institution": "Newcastle University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Petkov", "name_suffix": "", "institution": "Newcastle University", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29574/galley/19434/download/" } ] }, { "pk": 29426, "title": "Awe Yields Learning: A Virtual Reality Study", "subtitle": null, "abstract": "There is a considerable amount of literature on the role ofimmersion and presence in virtual reality learningenvironments. Far less is known about the interaction ofimmersion and presence with the important individualcharacteristics that influence learning behavior, particularly,dispositional awe. Dispositional awe is manifested by anemotional response to information that defies existing mentalschemas in a given domain and by a need to accommodate thisexperience. In a virtual reality study with eight elementaryschool classes, we investigated the interaction of immersivetendencies with dispositional awe and compassion on learninggains in the domain of nature conservation. We tested thisinteraction using a novel virtual reality concept in whichchildren are sent to virtually simulated space to experience theoverview effect, a cognitive shift in awareness reported byastronauts. The findings of the study showed that participantsexperienced strong feelings of awe and scored highly onoverview effect constructs. Importantly, their learning gainswere influenced by the overview effect which was, in turn,supported by presence, dispositional awe, and compassion.This study shows the potential of using immersive virtualreality experiences in educational programs, combiningwonder and learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; virtual reality; awe; structural equationmodeling; ecological validity" } ], "section": "Learning and Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gd9m3mh", "frozenauthors": [ { "first_name": "H.", "middle_name": "Anna T.", "last_name": "van Limpt", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Nilsenova", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Max", "middle_name": "M.", "last_name": "Louwerse", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29426/galley/19286/download/" } ] }, { "pk": 30023, "title": "Balancing Personal and Social Outcomes: Cultural Differences in ChildrensMoral Decision-Making", "subtitle": null, "abstract": "Previous work by Tasimi and Wynn (2016) suggests that children (5 to 8 years old) prefer to affiliate with other peoplebased on evaluations of their moral valence, but that this tendency is balanced against the childs personal costs andbenefits. We predicted that children from individualistic cultures may prioritize individual outcomes, whereas childrenfrom collectivistic cultures may consider social outcomes and harmony as more important. We applied a forced-choiceparadigm to measure childrens rejection of associating with a wrongdoer (mean person) by refusing stickers they offered,even though the alternative reward offered by a nice person was much smaller. Results suggest that overall, Asian childrenare more likely to reject wrongdoers than Caucasian children at the expense of personal rewards. We also found that suchcultural effects occur only among 7 to 8 years old children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3dr5c8zt", "frozenauthors": [ { "first_name": "Yiqi", "middle_name": "", "last_name": "Luo", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Theodore", "middle_name": "", "last_name": "Cheung", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30023/galley/19877/download/" } ] }, { "pk": 30056, "title": "Bayesian inference in dialogue", "subtitle": null, "abstract": "A word is referentially ambiguous if it has several potential referents. Observing how listeners make choices among thosereferents can reveal their hidden beliefs and preferences, as well as reflect their reasoning strategies. We asked subjectsto observe how one of the objects is chosen following a possibly ambiguous utterance and to infer which preferences thelistener may have had in mind when choosing that particular object. In order to adjust this interaction to a dialogue-likesetting, we extended the traditional one-shot reference game to a round of 4-trial games. Moreover, we modeled theprocess within the Rational Speech Act framework, implementing iterative inference over multiple trials, where posteriorsfrom previous trials carry over to the next trial as priors. The model predicts human inference behavior better than abaseline uniform model, as well as better than a non-iterative model. The results imply that, in principle, humans areable to compute Bayesian-like inferences in dialogue, learning about the beliefs and preferences of others in a cumulativemanner.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/31n79874", "frozenauthors": [ { "first_name": "Asya", "middle_name": "", "last_name": "Achimova", "name_suffix": "", "institution": "University of Tuebingen", "department": "" }, { "first_name": "Ella", "middle_name": "I.", "last_name": "Eisemann", "name_suffix": "", "institution": "University of Tuebingen", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Butz", "name_suffix": "", "institution": "University of Tuebingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30056/galley/19910/download/" } ] }, { "pk": 29369, "title": "Becoming Organized: How Simple Learning Mechanisms may Shape theDevelopment of Rich Semantic Knowledge", "subtitle": null, "abstract": "With development, we acquire rich body of knowledge aboutthe world in which concepts denoted by words (e.g., juicy,apple, and pear) are connected by meaningful, semantic links(e.g., apples and pears are similar, and can both be juicy). Onepotentially powerful driver of this development is sensitivity toregularities with which words co-occur in language.Specifically, language is rich regularities that can support: (1)Associative semantic links between words that directly co-occur together (e.g., juicy-apple), and (2) Taxonomic semanticlinks between words similar in meaning that share patterns ofdirect co-occurrence (e.g., apple and pear both co-occur withjuicy). Here, we investigated the development of abilities toform semantic links from these regularities. Results revealedthat both children and adults formed direct co-occurrence-based links, whereas only adults formed shared co-occurrencebased links. We discuss how these results may provide keyinsight into how semantic organization develops.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic organization; co-occurrence regularities;taxonomic development" } ], "section": "Semantics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92g4141z", "frozenauthors": [ { "first_name": "Olivera", "middle_name": "", "last_name": "Savic", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "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": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29369/galley/19230/download/" } ] }, { "pk": 29577, "title": "Belief revision in a micro-social network: Modeling sensitivity to statisticaldependencies in social learning", "subtitle": null, "abstract": "In both professional domains and everyday life, people mustintegrate their own experience with reports from social networkpeers to form and update their beliefs. It is therefore importantto understand to what extent people accommodate the statis-tical dependencies that give rise to correlated belief reportsin social networks. We investigate adults’ ability to integratesocial evidence appropriately in a political scenario, varyingthe dependence between the sources of network peers’ beliefs.Using a novel interface that allows participants to express theirprobabilistic beliefs visually, we compare participants against anormative Bayesian standard. We find that they distinguish thevalue of evidence from dependent versus independent sources,but that they also treated social sources as substantially weakerevidence than direct experience. The value of our elicitationmethodology and the implications of our results for modelinghuman-like belief revision in social networks are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social networks; probabilistic beliefs; sequentialbelief updating; information cascades; Bayesian modeling" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ft5p9fh", "frozenauthors": [ { "first_name": "Jan-Philipp", "middle_name": "", "last_name": "Franken", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Nikolaos", "middle_name": "C.", "last_name": "Theodoropoulos", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Adam", "middle_name": "B.", "last_name": "Moore", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Neil", "middle_name": "R.", "last_name": "Bramley", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29577/galley/19436/download/" } ] }, { "pk": 30167, "title": "Better learning of partially diagnostic features leads to less unidimensionalcategorization in supervised category learning", "subtitle": null, "abstract": "Previous studies of supervised category learning show that par-ticipants often prefer a unidimensional categorization strat-egy. Studies also report that the perfectly diagnostic featureis learned better compared to the partially diagnostic features.We replicate these results, and we show that better learning ofpartially diagnostic features leads to less preference for uni-dimensional categorization. When participants have perfectknowledge about all the diagnostic features, then it becomesequivalent to memorizing the prototypes of the categories. Wecompare our results with the match-to-standards procedure,where category prototypes are shown during categorizationand unidimensional strategy is seldom preferred. We interpretour results to suggest that the preference for unidimensionalcategorization in supervised category learning, shown in ear-lier studies, could be due to poor learning of the partially diag-nostic features.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "supervised category learning; observational andfeedback learning; unidimensional categorization; memoriza-tion of partially diagnostic features; match-to-standards proce-dure" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/14r4t74s", "frozenauthors": [ { "first_name": "Sujith", "middle_name": "", "last_name": "Thomas", "name_suffix": "", "institution": "Birla Institute of Technology and Science, Pilani", "department": "" }, { "first_name": "Narayanan", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of Allahabad", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30167/galley/20021/download/" } ] }, { "pk": 29576, "title": "Better together: Exploration prior to instruction facilitates rule-learning andmodifies attention to demonstration", "subtitle": null, "abstract": "Debates assessing the merits of independent exploration and pedagogical instruction have been extensive. We compareeach of these learning environments against exploration followed by instruction to assess benefits to procedural learningand abstract rule-learning. Ninety-nine six-year-olds learned about novel locks and keys by either independently exploringprior to receiving instruction, proceeding to instruction without exploration, or acting without instruction. Children whoreceived instruction did not differ in procedural knowledge. However, children who explored prior to instruction were sig-nificantly more likely to learn the rules than children who did not explore or did not receive instruction. Childrens visualattention during instruction indicated that those who explored looked proportionally more to the stimuli as the experi-menter demonstrated. This suggests that the value of exploration is perhaps in preparing the learner for later information.Therefore, these results suggest that there is particular value for conceptual learning in the combination of exploration withinstruction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qb8j479", "frozenauthors": [ { "first_name": "Mia", "middle_name": "", "last_name": "Radovanovic", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Natalie", "middle_name": "", "last_name": "Brezack", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Shneidman", "name_suffix": "", "institution": "Universidad Nacional Autnoma de Mxico", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "Woodward", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29576/galley/19435/download/" } ] }, { "pk": 29536, "title": "Beyond Pattern Completion with Short-Term Plasticity", "subtitle": null, "abstract": "In a Linear Associative Net (LAN), all input settles to a singlepattern, therefore Anderson, Silverstein, Ritz, and Jones (1977)introduced saturation to force the system to reach othersteady-states in the Brain-State-in-a-Box (BSB). Unfortunately,the BSB is limited in its ability to generalize because itsresponses are restricted to previously stored patterns. We presentsimulations showing how a Dynamic-Eigen-Net (DEN), a LANwith Short-Term Plasticity (STP), overcomes thesingle-response limitation. Critically, a DEN also accommodatesnovel patterns by aligning them with encoded structure. We traina two-slot DEN on a text corpus, and provide an account oflexical decision and judgement-of-grammaticality (JOG) tasksshowing how grammatical bi-grams yield stronger responsesrelative to ungrammatical bi-grams. Finally, we present asimulation showing how a DEN is sensitive to syntacticviolations introduced in novel bi-grams. We propose DENs asassociative nets with greater promise for generalization than theclassic alternatives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Content Addressable Memory; Auto-associative;Recurrent; Short-Term Plasticity; Generalization" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5279t2c3", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "D.", "last_name": "Shabahang", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Simon", "middle_name": "J.", "last_name": "Dennis", "name_suffix": "", "institution": "The University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29536/galley/19396/download/" } ] }, { "pk": 29942, "title": "Beyond rationality: We infer other people’s goals by learning agent-variableexpectations of efficient action", "subtitle": null, "abstract": "Our ability to make sense of goal-directed behavior is central to social reasoning. From infancy, this capacity is structuredaround an assumption that agents act efficiently. But agents are often inefficient and how we move is affected by ouremotional states and personal idiosyncrasies. How, then, does an assumption of efficiency allow us to accurately interpretpeople’s actions? We hypothesized that people expect agents to move efficiently relative to an agent-specific baselinerather than to an objective notion of efficiency. Consistent with this, we found that people can quickly learn and subtractagent-idiosyncratic movements when interpreting goal-directed action (Experiment 1). Moreover, in a free-response task,people’s propensity to explain superfluous movement in terms of goals depended on the agent’s relative efficiency ratherthan on the path’s objective efficiency (Experiment 2). Our results show that people flexibly adjust their expectations ofefficiency by attending to how agents typically move.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0548469n", "frozenauthors": [ { "first_name": "Joan", "middle_name": "Danielle", "last_name": "Ongchoco", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29942/galley/19796/download/" } ] }, { "pk": 29946, "title": "Biasing Moral Decisions Using Eye Movements: Replication and Simulation", "subtitle": null, "abstract": "A current debate concerns the degree to which moral rea-soning is susceptible to bias from low-level perceptual cues.P ̈arnamets et al. (2015) reported that moral decisions couldbe biased by manipulating the timing of a prompt to respondvia measurement of eye gaze, but these results were critiquedby Newell and Le Pelley (2018) as a potential design artifact.To reconcile these findings, we first replicate the previous ex-periments with an adjusted stimulus set. Then, we present theresults of a drift-diffusion model that simulates our findings,offering an account of the mechanism by which the gaze-basedtiming manipulation can bias moral decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "morality; decision-making; dynamical systems;eye tracking" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8t86n6gf", "frozenauthors": [ { "first_name": "J.", "middle_name": "Benjamin", "last_name": "Falandays", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Michael", "middle_name": "J.", "last_name": "Spivey", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29946/galley/19800/download/" } ] }, { "pk": 29471, "title": "Birds and Words: Exploring environmental influences on folk categorization", "subtitle": null, "abstract": "Anthropologists and psychologists have long studied how liv-ing kinds are organized into categories, and a recurring themeconcerns the relationship between folk categories and thestructure of the environment. We ask whether the frequencyand physical size of a species affect how it is classified, andaddress this question by linking frequency data from eBird (anonline database of bird observations) with an existing taxon-omy of Zapotec bird names. A first set of analyses exploreswhether frequency and size predict whether a bird is namedand how many other birds it is grouped with. A second setexplores whether frequency and size predict the word formsused as category labels. We find some evidence that frequencyaffects both category extensions and naming, but the resultshint that frequency may be dominated by other factors such asperceptual similarity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "folk biology; ethno-ornithology; categorization;cognitive anthropology; bird naming" } ], "section": "Linguistics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0gv2m0fn", "frozenauthors": [ { "first_name": "Joshua", "middle_name": "T.", "last_name": "Abbott", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29471/galley/19331/download/" } ] }, { "pk": 29482, "title": "Bootstrap Hell: Perceptual Racial Biases in a Predictive Processing Framework", "subtitle": null, "abstract": "Predictive processing, or predictive coding,1 is transforming\nour knowledge of perception (Knill & Richards, 1996; Rao\n& Ballard, 1999), the brain (Friston, 2018; Hohwy, 2013;\nKnill & Pouget, 2004), and embodied cognition (Allen &\nFriston, 2018; Clark, 2016; Gallagher & Allen, 2018; Seth,\n2015). Predictive processing is a hierarchical\nimplementation of empirical Bayes, wherein the cognitive\nsystem creates generative models of the world and tests its\nhypotheses against incoming data. It is hierarchical insofar\nas the predictions at one level are tested against incoming\nsignals from the lower level. The resulting prediction error,\nthe difference between the expectation and the incoming\ndata, is used to recalibrate the model in a process of\nprediction error minimization. Predictions may be mediated\nby pyramidal cells across the neocortex (Bastos et al., 2012;\nHawkins & Ahmad, 2016; Shipp et al., 2013). Andy Clark\nhas characterized predictive processing as creating a\n“bootstrap heaven” (2016, p. 19), enabling the brain to\ndevelop complex models of the world from limited data. This enables us to extract patterns from ambiguous signals\nand establish hypotheses about how the world works.\nThe training signals that we get from the world are,\nhowever, biased in all the same unsightly ways that our\nsocieties are biased: by race, gender, socioeconomic status,\nnationality, and sexual orientation. The problem is more\nthan a mere sampling bias. Our societies are replete with\nprejudice biases that shape the ways we think, act, and\nperceive. Indeed, a similar problem arises in machine\nlearning applications when they are inadvertently trained on\nsocially biased data (Avery, 2019; N. T. Lee, 2018). The\nbasic principle in operation here is “garbage in, garbage\nout”: a predictive system that is trained on socially biased\ndata will be systematically biased in those same ways.\nUnfortunately, we are unwittingly trained on this\nprejudiced data from our earliest years. As predictive\nsystems, we bootstrap upwards into more complex cognitive\nprocesses while being fed prejudiced data, spiraling us into\na “bootstrap hell.” This has repercussions for everything\nfrom higher-order cognitive processes down to basic\nperceptual processes. Perceptual racial biases include\nperceiving greater diversity and nuance in the faces of racial\ningroup faces (the cross-race effect; Malpass & Kravitz,\n1969), misperceiving actions of racial outgroup members as\nhostile (Pietraszewski et al., 2014), and empathetically\nperceiving emotions in racial ingroup (but not outgroup)\nfaces (Xu et al., 2009), among other phenomena. They are\nparticularly worrying due to their recalcitrance to conscious\ncontrol or implicit bias training. We may be able to veto a\nprejudiced thought (but see Kelly & Roedder, 2008), but we\ncannot simply modify our perceptual experience at will.\nRecalcitrant predictions such as this are “hyperpriors” and\nare unamenable to rapid, conscious adjustment.\nI begin with an overview of predictive processing. I\nexplain that the same principles that allow us to bootstrap\nour way into full cognition also allow for biases to develop.\nThese biases include perceptual racial biases, which are\nvisual and affective rather than cognitive. I explain how\nsampling biases in infancy and emotion perception\ncontribute to perceptual racial biases (although many other\nfactors certainly play a role). Finally, I hypothesize that\ntraditional implicit bias training may not be enough to\ndisentangle the web of hypotheses that contribute to\nperceptual racial bias.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "philosophy of cognitive science; predictive\ncoding; predictive processing; racial bias" } ], "section": "Biases", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67t7m6m6", "frozenauthors": [ { "first_name": "Zachariah", "middle_name": "A.", "last_name": "Neemeh", "name_suffix": "", "institution": "University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29482/galley/19342/download/" } ] }, { "pk": 29919, "title": "Bootstrapping an Imagined We for Cooperation", "subtitle": null, "abstract": "Remaining committed to a joint goal in the face of many entic-\ning alternatives is challenging. Doing so while cooperating\nwith others under uncertainty is even more so. Despite this,\nagents can successfully and robustly use bootstrapping to con-\nverge on a joint intention from randomness under the Imagined\nWe framework. We demonstrate the power of this model in a\nreal-time cooperative hunting task. Additionally, we run a suite\nof model experiments to answer some of the potential chal-\nlenges to converging that this model could face under imperfect\nconditions. Specifically, we ask what happens when (1) there\nare increasingly many equivalent choices? (2) I only have an\napproximate model of you? and (3) my perception is noisy? We\nshow through a set of model experiments that this framework\nis robust to all three of these manipulations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of Mind; Bayesian inference; cooperation;\nshared agency" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hj9w9hh", "frozenauthors": [ { "first_name": "Ning", "middle_name": "", "last_name": "Tang", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Stacy", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "MingLu", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Gabriel", "middle_name": "", "last_name": "Marquez", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Tao", "middle_name": "", "last_name": "Gao", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29919/galley/19773/download/" } ] }, { "pk": 30077, "title": "Boundary Extension in Response to Food: Exploring the Role of Appetitiveness", "subtitle": null, "abstract": "Boundary extension (BE) is a cognitive phenomenon in which people seem to misperceive visual scenes. Increasedattention and emotion have been shown to reduce or reverse the effects of BE (e.g., Mathews & Mackintosh, 2004). Wouldpeople for whom food is highly appetitive (vs. not) have similar responses when shown photographs containing food (vs.no food)? Our hypothesis was not supported: All participants experienced BE. More BE was observed in response to food(vs. nonfood) photographs, but this difference was more pronounced for those who served as controls and less pronouncedfor those who think of food as highly appetitive. We suggest that having similar perceptual experiences in response to food(vs. nonfood) photographs might be related to difficulties involving the inhibition of automatic behaviors (e.g., Mobbs etal., 2010) but argue that more research is needed to determine whether BE could be used for clinical purposes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20t4c09n", "frozenauthors": [ { "first_name": "Claire", "middle_name": "", "last_name": "Salinas", "name_suffix": "", "institution": "University of Louisiana at Lafayette", "department": "" }, { "first_name": "Brooke", "middle_name": "", "last_name": "Breaux", "name_suffix": "", "institution": "University of Louisiana at Lafayette", "department": "" }, { "first_name": "Kiara", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "University of Louisiana at Lafayette", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30077/galley/19931/download/" } ] }, { "pk": 29602, "title": "Brainwave profiles of efficient versus inefficient working memory retrievals inhealthy older adults", "subtitle": null, "abstract": "General slowing of mental processing speed is hallmark of brain and cognitive aging. Thus far it has been limited under-standing in neural mechanisms underlying mental states during fluctuations between efficient versus inefficient cognitiveperformance within individual older adults. Here we examined electrophysiological responses during visual working mem-ory retrieval trials that are fast versus slow reactions. Wireless EEG along with accuracy and reaction times were recordedduring a modified delayed match-to-sample task in 17 cognitively normal older adults (age 65-95) from North America.Compared to trials that are faster than averaged (mean 584 ms), the late positive potentials during trials that are slowerthan average (mean 747 ms) showed increased responses to memory nonmatch distractors than those to object matchingmemory targets in frontal sites, as previously reported in older brains. Interestingly, the brainwaves during efficient andaccurate memory retrievals resemble those typically seen in younger adults.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xc4v15d", "frozenauthors": [ { "first_name": "Soheil", "middle_name": "", "last_name": "Borhani", "name_suffix": "", "institution": "University of Tennessee", "department": "" }, { "first_name": "Xiaopeng", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of Tennessee", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "O’Neil", "name_suffix": "", "institution": "University of Tennessee", "department": "" }, { "first_name": "Margaret", "middle_name": "R.", "last_name": "Kelly", "name_suffix": "", "institution": "University of Kentucky", "department": "" }, { "first_name": "Katherine", "middle_name": "E.", "last_name": "Snyder", "name_suffix": "", "institution": "University of Kentucky", "department": "" }, { "first_name": "banafsheh", "middle_name": "", "last_name": "aghayeeabianeh", "name_suffix": "", "institution": "University of Kentucky", "department": "" }, { "first_name": "Barbara", "middle_name": "J", "last_name": "Martin", "name_suffix": "", "institution": "University of Kentucky", "department": "" }, { "first_name": "Gregory", "middle_name": "A", "last_name": "Jicha", "name_suffix": "", "institution": "University of Kentucky", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Jiang", "name_suffix": "", "institution": "University of Kentucky", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29602/galley/19461/download/" } ] }, { "pk": 29347, "title": "Building neural processing accounts of higher cognition in Dynamic Field Theory", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Neural networks; Neural dynamics; Highercognition; Perceptual grounding; Relational concepts;Executive control; Simulation; Embodied cognition;Development" } ], "section": "Workshop", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/50s7b1nq", "frozenauthors": [ { "first_name": "Gregory", "middle_name": "", "last_name": "Schoner", "name_suffix": "", "institution": "Ruhr-University Bochum", "department": "" }, { "first_name": "Aaron", "middle_name": "T.", "last_name": "Buss", "name_suffix": "", "institution": "University of Tennesse", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29347/galley/19208/download/" } ] }, { "pk": 29925, "title": "Calibrating Trust in Autonomous Systems in a Dynamic Environment", "subtitle": null, "abstract": "Appropriately calibrating trust in autonomous systems is es-sential for successful collaboration between humans and thesystems. Over-trust and under-trust often happen in dynami-cally changing environments, and they can be major causes ofserious issues with safety and efficiency. Many studies haveexamined the role of continuous system transparency in keep-ing proper trust calibration; however, not many studies havefocused on how to find poor trust calibration nor how to miti-gate it. In our proposed method of trust calibration, a behavior-based approach is used to detect improper trust calibration, andcognitive cues called “trust calibration cues” are presented tousers as triggers for trust calibration. We conducted an on-line experiment with a drone simulator. Seventy participantsperformed pothole inspection tasks manually or relied on thedrone’s automatic inspection. The results demonstrated thatadaptively presenting a simple cue could significantly promotetrust calibration in both over-trust and under-trust cases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Trust Management" }, { "word": "Trust Calibration" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7p5243h9", "frozenauthors": [ { "first_name": "Kazuo", "middle_name": "", "last_name": "Okamura", "name_suffix": "", "institution": "The Graduate University for Advanced Studies, SOKENDAI", "department": "" }, { "first_name": "Seiji", "middle_name": "", "last_name": "Yamada", "name_suffix": "", "institution": "National Institute of Informatics and SOKENDAI", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29925/galley/19779/download/" } ] }, { "pk": 29808, "title": "Can a Composite Metacognitive Judgment Accuracy Score Successfully CapturePerformance Variance during Multimedia Learning?", "subtitle": null, "abstract": "Theoretical models of self-regulated learning highlight theimportance and dynamic nature of metacognitive monitoringand regulation. However, traditional research typically has notexamined how different judgments, or the relative timing ofthose judgments, influence each other, especially in complexlearning environments. We compared six statistical modelsof performance of undergraduates (n = 55) learning inMetaTutor-IVH, a multimedia learning environment. Threetypes of prompted metacognitive judgments (ease of learning[EOL] judgments, content evaluations [CEs], and retrospectiveconfidence judgments [RCJs]) were used as individualpredictors, and combined in a uniformly-weighted compositescore and empirically based weighted composite score acrossthe learning session. The uniformly weighted composite scorebetter captured performance than the models using only anEOL judgment or RCJ judgment. However, the empiricallyweighted composite model outperformed all other models.Our results suggest that metacognitive judgments should notbe considered as independent phenomenon but as an intricateand interconnected process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Learning; Metacognition; Self-regulated learning;Intelligent Tutoring Systems; Multimedia" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6m0773p3", "frozenauthors": [ { "first_name": "Megan", "middle_name": "D.", "last_name": "Wiedbusch", "name_suffix": "", "institution": "University of Central Florida", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Azevedo", "name_suffix": "", "institution": "University of Central Florida", "department": "" }, { "first_name": "Micheal", "middle_name": "J.", "last_name": "Brown", "name_suffix": "", "institution": "University of Central Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29808/galley/19662/download/" } ] }, { "pk": 29850, "title": "Can audio-visual integration, adaptive learning, and explicit feedback improve theperception of noisy speech?", "subtitle": null, "abstract": "The perception of degraded speech input is essential in everyday life and is a major challenge in a variety of clinicalsettings, including for cochlear implant users. We investigated English speakers perception of noisy speech via an audio-visual lexical decision paradigm that modulated cross-modal integration, adaptive modulation of task difficulty, and ex-plicit feedback on response accuracy. We then tested whether proficiency with this task transferred to the perception ofnoisy audio stimuli in a post test. Although we observed a processing advantage for bimodal stimuli during training,particularly in the adaptive training condition, we did not observe any benefit from these conditions in the post test, nor abenefit associated with providing explicit feedback. These results are discussed in relation to other studies of audio-visualintegration and learning to perceive noisy speech, which may have observed different results due to more extensive trainingand different baseline proficiency levels.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4t93s442", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "deschamps", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Hanna", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Blair", "middle_name": "", "last_name": "Armstrong", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29850/galley/19704/download/" } ] }, { "pk": 29403, "title": "Can Automated Gesture Recognition Support the Study of Child LanguageDevelopment?", "subtitle": null, "abstract": "Children’s prelinguistic gestures play a central role in theircommunicative development. Early gesture use has beenshown to be predictive of both concurrent and later languageability, making the identification of gestures in video data atscale a potentially valuable tool for both theoretical and clini-cal purposes. We describe a new dataset consisting of videos of72 infants interacting with their caregivers at 11&12 months,annotated for the appearance of 12 different gesture types. Wepropose a model based on deep convolutional neural networksto classify these. The model achieves 48.32% classification ac-curacy overall, but with significant variation between gesturetypes. Critically, we found strong (0.7 or above) rank ordercorrelations between by-child gesture counts from human andmachine coding for 7 of the 12 gestures (including the criticalgestures of declarative pointing, hold outs and gives). Giventhe challenging nature of the data - recordings of many differ-ent dyads in different environments engaged in diverse activi-ties - we consider these results a very encouraging first attemptat the task, and evidence that automatic or machine-assistedgesture identification could make a valuable contribution to thestudy of cognitive development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Deep learning" }, { "word": "child gesture recognition" }, { "word": "languagedevelopment." } ], "section": "Language Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0h79k11v", "frozenauthors": [ { "first_name": "Soumitra", "middle_name": "", "last_name": "Samanta", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Colin", "middle_name": "", "last_name": "Bannard", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Pine", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29403/galley/19263/download/" } ] }, { "pk": 29739, "title": "Can Changes in Inhibitory Control Explain Child-Level Theory of Mind Development?", "subtitle": null, "abstract": "A central canon in theory of mind research is that between theages of three and four a drastic performance difference inchildren’s understanding occurs. However, the reason for the‘three to four shift’ has yet to be settled. One account, Theoryof Mind Mechanism (ToMM) theory (Leslie, 1994), posits thatchange in inhibitory power can account for this difference. Thisis supported by a recent computational implementation of thetheory, showing that differences in inhibitory power canaccount for age differences at an aggregate level (Wang,Hemmer, & Leslie, 2019). However, as Baker et al. (2016)point out, established findings are entirely based on group-aggregated findings, yet computational and developmentalprocesses do not take place in the ‘aggregated mind’. Whatremains largely unexplored is what happens at the level of theindividual child. Here we combine the computationalimplementation of ToMM with data from Baker et al., 2016,who assessed longitudinal developmental change in Theory ofMind performance by repeated testing of individual child overthe three-to-four shift period on standard ‘Sally and Anne’ falsebelief tasks, to obtain a cumulative record for each child.Specifically, we found that children’s age was not directlyinformative of developmental change in theory of mindreasoning. Instead, the main contributor to theory of mindperformance at the individual learner level is inhibitory power.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of mind; Computational Model;Developmental; Inhibition; Longitudinal" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9549g5f3", "frozenauthors": [ { "first_name": "Elif", "middle_name": "N.", "last_name": "Poyraz", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Pernille", "middle_name": "", "last_name": "Hemmer", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Alan", "middle_name": "M.", "last_name": "Leslie", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29739/galley/19595/download/" } ] }, { "pk": 29659, "title": "Can Group Knowledge Diversity be Created On-the-Fly?:Effects of Collaboration Task Design on Performance and Transfer", "subtitle": null, "abstract": "Research on human collaboration has suggested thatknowledge diversity improves group performance in complextasks such as design, problem solving and forecasting.However, in educational settings it is important to also askwhether learning and transfer for individuals within the groupis enhanced or hindered by diversity in collaborative workgroups. We compare performance in a transportation networkdesign task for two types of collaborative groups, andcompare their performance to that of individuals. In onegroup condition (Distributed Knowledge) each dyad memberhas been trained on a different subtask of a complex jointdesign problem in advance of the collaborative activity. Thesedifferent training tasks should predispose the two dyadmembers to adopt different perspectives, issues, and designstrategies, thus generating greater cognitive diversity for thegroup. In the other group condition (Shared Knowledge) bothdyad participants experienced the same training involvingboth subtasks. Task performance results show a group versusindividual advantage in performance, but a non-significantdifference in performance between the two group knowledgediversity conditions. The group knowledge manipulation didaffect group process, as measured by time spentcollaborating, number of turns taken, and number of wordsspoken. The findings suggest that group diversity canpromote individual learning and transfer when sufficient timeis allowed for discussion and group work.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "diversity; network design; collaboration; problemsolving; performance; innovation; transfer" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0mj978qj", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "S.", "last_name": "Moore", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "James", "middle_name": "E.", "last_name": "Corter", "name_suffix": "", "institution": "Columbia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29659/galley/19516/download/" } ] }, { "pk": 29506, "title": "Can I get your (robot) attention?\nHuman sensitivity to subtle hints of human-likeness in a humanoid robot’s behavior", "subtitle": null, "abstract": "Designing artificial agents that can closely imitate human\nbehavior, might influence humans in perceiving them as\nintentional agents. Nonetheless, the factors that are crucial for\nan artificial agent to be perceived as an animated and\nanthropomorphic being still need to be addressed. In the current\nstudy, we investigated some of the factors that might affect the\nperception of a robot's behavior as human-like or intentional.\nTo meet this aim, seventy-nine participants were exposed to\ntwo different behaviors of a humanoid robot under two\ndifferent instructions. Before the experiment, participants'\nbiases towards robotics as well as their personality traits were\nassessed. Our results suggest that participants’ sensitivity to\nhuman-likeness relies more on their expectations rather than on\nperceptual cues.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human-robot interaction" }, { "word": "humanoid robot" }, { "word": "social\ncognition" }, { "word": "intentional stance" }, { "word": "mental states" }, { "word": "instruction\nmanipulation" } ], "section": "Forms of Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9qc821pz", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Ghiglino", "name_suffix": "", "institution": "Istituto Italiano di Tecnologia , Università degli Studi di Genova,", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "De Tommaso", "name_suffix": "", "institution": "Istituto Italiano di Tecnologia", "department": "" }, { "first_name": "Cesco", "middle_name": "", "last_name": "Willemse", "name_suffix": "", "institution": "Istituto Italiano di Tecnologia", "department": "" }, { "first_name": "Serena", "middle_name": "", "last_name": "Marchesi", "name_suffix": "", "institution": "Istituto Italiano di Tecnologia", "department": "" }, { "first_name": "Agnieszka", "middle_name": "", "last_name": "Wykowska", "name_suffix": "", "institution": "Istituto Italiano di Tecnologia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29506/galley/19366/download/" } ] }, { "pk": 30198, "title": "Can misconceptions be forgotten? Evaluating the efficacy of a directed-forgettingparadigm in revising science misconceptions", "subtitle": null, "abstract": "Science misconceptions persist across development and have long-term consequences for achievement. Researchers haveattempted to replace science misconceptions with correct information. Intentional forgetting, often studied using a directedforgetting (DF) paradigm, is one approach used to eliminate incorrect material. The present study aimed to identify whichscience misconceptions persist among adults and determine whether DF can be implemented to forget misconceptions. 147undergraduates saw two lists of 11 science statements. For each statement, they provided a truthfulness and confidencerating before receiving the correct True/False rating. Half were told to remember both lists; half were told to forget thefirst list and remember the second. Results revealed that although accuracy and confidence increased overall, there weresignificant differences between science domains and no observable DF effect. This suggests that science misconceptionsare even more persistent than previously thought, particularly for certain domains, and additional supports are needed tocorrect them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6w99b311", "frozenauthors": [ { "first_name": "Melina", "middle_name": "", "last_name": "Knabe", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Emma", "middle_name": "", "last_name": "Lazaroff", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30198/galley/20052/download/" } ] }, { "pk": 29716, "title": "Can neural networks acquire a structural bias from raw linguistic data?", "subtitle": null, "abstract": "We evaluate whether BERT, a widely used neural network forsentence processing, acquires an inductive bias towards form-ing structural generalizations through pretraining on raw data.We conduct four experiments testing its preference for struc-tural vs. linear generalizations in different structure-dependentphenomena. We find that BERT makes a structural general-ization in 3 out of 4 empirical domains—subject-auxiliary in-version, reflexive binding, and verb tense detection in embed-ded clauses—but makes a linear generalization when tested onNPI licensing. We argue that these results are the strongest ev-idence so far from artificial learners supporting the propositionthat a structural bias can be acquired from raw data. If this con-clusion is correct, it is tentative evidence that some linguisticuniversals can be acquired by learners without innate biases.However, the precise implications for human language acqui-sition are unclear, as humans learn language from significantlyless data than BERT.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "inductive bias; structure dependence; BERT;learnability of grammar; poverty of the stimulus; neural net-work; self-supervised learning" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rx3h34n", "frozenauthors": [ { "first_name": "Alex", "middle_name": "", "last_name": "Warstadt", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Samuel", "middle_name": "R.", "last_name": "Bowman", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29716/galley/19573/download/" } ] }, { "pk": 29565, "title": "Can preschoolers use probability to infer others desires?", "subtitle": null, "abstract": "Probability influences our social inferences. Here, we explored whether preschoolers use probabilistic information to inferothers desires. Sixty 3-year-olds were shown stories where one character went to a gumball machine with mostly redgumballs and just a few purple ones and another character went to a machine with the reverse distribution. Both charactersreceived a red gumball. Children in one between-subjects condition were asked who wanted a red gumball and children ina control condition were asked who knew they would get a red gumball. Children mostly selected the character who wentto the machine with more red gumballs when asked about desires but not when asked about knowledge. This suggests that3-year-olds can use proportions to infer others desires.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xd984t1", "frozenauthors": [ { "first_name": "Tiffany", "middle_name": "", "last_name": "Doan", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Ori", "middle_name": "", "last_name": "Friedman", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29565/galley/19425/download/" } ] }, { "pk": 29688, "title": "Can toddlers learn causal action sequences?", "subtitle": null, "abstract": "Toddlers, like older children and adults, can learn cause-effect relationships between a single action and its outcome.However, causality in the real-world is more complex. We investigate whether toddlers can learn, from observing an adultsdemonstration, that a sequence of two actions is causally necessary for producing an effect. In Experiment 1, toddlers andpreschoolers (N=142; ongoing) saw evidence that a 2-action sequence was necessary to make a puzzle-box dispense asticker, before trying to get stickers themselves. Preliminary results indicate that older children produce more sequencesthan younger children. Experiment 2 (N=42; ongoing) is examining whether 1- and 2-year-olds behave differently from inExperiment 1 when the demonstration provides evidence that a sequence of actions is not necessary (specifically, that thesecond action alone is causally effective). Although preliminary, our findings suggest that the ability to accurately infercausal structure from action sequence demonstrations may develop over early childhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6p7320hd", "frozenauthors": [ { "first_name": "Emma", "middle_name": "", "last_name": "Tecwyn", "name_suffix": "", "institution": "Birmingham City University", "department": "" }, { "first_name": "Nafisa", "middle_name": "", "last_name": "Mahbub", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Nishat", "middle_name": "", "last_name": "Kazi", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29688/galley/19545/download/" } ] }, { "pk": 29835, "title": "Can Two 1/2- and 3 1/2 -year-old Children Learn Verbs Even when IrrelevantEvents are Present?", "subtitle": null, "abstract": "Children learning verbs benefit from seeing multiple events. Study 1 asks whether children can learn verbs when irrelevantevents are present, as is common in everyday contexts. Two- and 3-year-olds saw events in one of three experimentalconditions or one of two control conditions. They successfully extended the verbs only in the experimental conditions.Three-year-olds were more successful than were 2-year-olds, though the younger children could extend verbs. In Study 2,children saw similar events while an eye tracker tracked visual attention to events. Over trials, children looked longer atrelevant than irrelevant events, and maintained their looking to relevant events while increasing their looking to distractorevents. Two-year-olds performed at chance, but 3-year-olds extended the verbs. Together, these results show children canignore irrelevant events and extend new verbs by 3 years. Results reveal mechanisms for learning in everyday contextswhen verbs are heard in varied situations over time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sc4w2js", "frozenauthors": [ { "first_name": "Jane", "middle_name": "", "last_name": "Childers", "name_suffix": "", "institution": "Trinity University", "department": "" }, { "first_name": "Bibiana", "middle_name": "", "last_name": "Cutilletta", "name_suffix": "", "institution": "Trinity University", "department": "" }, { "first_name": "Priscilla", "middle_name": "", "last_name": "Tovar-Perez", "name_suffix": "", "institution": "University of Wisconsin- Madison", "department": "" }, { "first_name": "Blaire", "middle_name": "", "last_name": "Porter", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29835/galley/19689/download/" } ] }, { "pk": 30026, "title": "Can visual object representations in the human brain be modelled by untrainedconvolutional neural networks with random weights?", "subtitle": null, "abstract": "Convolutional neural networks (CNNs) have proven effective as models of visual semantic responses in the inferior tem-poral cortex (IT). The belief has been that training a network for visual recognition leads it to represent visual features in away similar to those the brain has learned. However, a CNNs response is affected by its architecture and not just its train-ing. We therefore explicitly measured the effect of training different CNN architectures on their representational similaritywith IT. We evaluated two versions of AlexNet and two training regimes, supervised and unsupervised. Surprisingly, wefound that the representations in an untrained (random-weight) variant of AlexNet, reflected brain representations in ITbetter than the benchmark supervised AlexNet and also better than the corresponding network trained in either a super-vised or unsupervised manner. These results require a re-evaluation of the explanation of why CNNs act as an effectivemodel of visual representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gv693vw", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Truzzi", "name_suffix": "", "institution": "Trinity College Dublin", "department": "" }, { "first_name": "Rhodri", "middle_name": "", "last_name": "Cusack", "name_suffix": "", "institution": "Trinity College Dublin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30026/galley/19880/download/" } ] }, { "pk": 30169, "title": "Can we match the variance across different visual features?", "subtitle": null, "abstract": "“Sensibility to variation” is considered to be a significant\ncognitive mechanism for adaptive decision making and action.\nIt has been demonstrated that humans as well as animals have\nthe ability in many perceptual properties. Here we tested\nwhether people can compare and match the variance across\nperceptual domain. We examined subjective equal levels of\nvariance across different perceptual properties, size and\norientation, using the method of adjustment. The size- and the\norientation-adjustment tasks were conducted in a between-\nsubjects design. The point of subjective equalities (PSE) of the\nthree target set variance levels were obtained. The results\nindicate that observers could adjust the size variance according\nto the direction variance in the size-adjustment task and do the\nreverse in the direction-adjustment task, and that the relation\nbetween the variance magnitudes of the two domains is linearly\nrelated. The result implies that people can sense the magnitude\nof variability of set of items and match the magnitude across\nperceptual domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "variance representation" }, { "word": "magnitude estimation" }, { "word": "Size" }, { "word": "orientation" }, { "word": "method of adjustment" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5sr0q8th", "frozenauthors": [ { "first_name": "Midori", "middle_name": "", "last_name": "Tokita", "name_suffix": "", "institution": "Mejiro University", "department": "" }, { "first_name": "Yi", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Ochanomizu University", "department": "" }, { "first_name": "Akira", "middle_name": "", "last_name": "Ishiguchi", "name_suffix": "", "institution": "Ochanomizu University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30169/galley/20023/download/" } ] }, { "pk": 29684, "title": "Cardinal Direction Knowledge in 6-12-year-old Children", "subtitle": null, "abstract": "Cardinal directions refer to the four main points of direction in geographical space: north, south, east, and west. Efficientnavigation requires some basic knowledge about cardinal directions. We evaluated developmental changes in cardinaldirection knowledge in real space. Tested in an unfamiliar indoor environment with a window view, 94 children aged 6-12years old were asked to point to North and then point to East. We proposed 7 developmental stages based on knowingthe horizontal plane of cardinal directions, the inter-relationships between them, and how to identify north using referenceframes. Our classification scheme classified all participants and was sensitive to age differences. Our results suggested thatidentifying north was more difficult than knowing the inter-relationships. Many children were not able to use an allocentricreference frame effectively. Overall, our study demonstrates the utility of our classification scheme and the importance ofevaluating cardinal direction knowledge development in children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43b3m633", "frozenauthors": [ { "first_name": "Yingying", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Montclair State University", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Merrill", "name_suffix": "", "institution": "University of Alabama", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29684/galley/19541/download/" } ] }, { "pk": 29999, "title": "Categorical perception as inference under uncertainty: New evidence from color", "subtitle": null, "abstract": "The category adjustment model of Huttenlocher, Hedges, and colleagues explains category effects on memory or percep-tion in terms of probabilistic inference. This model has been shown to account for category effects in color cognitionacross several languages, suggesting that effects of language on color cognition reflect standard principles of inferenceunder uncertainty. Previously unexamined is whether the same model can illuminate an influential intuition advanced byKay and Kempton: that language is likely to affect cognition primarily when purely perceptual discrimination of stimuli isdifficult because the stimuli are similar. Recent data by Welch et al. support this intuition. Here, we show that the categoryadjustment model accounts for these new data as well, strengthening the case for viewing category effects of language oncognition through the lens of probabilistic inference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bd615j9", "frozenauthors": [ { "first_name": "Sonnet", "middle_name": "", "last_name": "Phelps", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Amit", "middle_name": "", "last_name": "Millo", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Holmes", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29999/galley/19853/download/" } ] }, { "pk": 30048, "title": "Causality and Self-Signaling in Economic Games", "subtitle": null, "abstract": "Our ability to cooperate is one of the cornerstones of our success as a species, and the story of how humans have been ableto put aside immediate personal gain in favor of a longer view is widely studied. We add to this literature by exploringcertain seemingly irrational behaviors observed in economic games. Modes of cognition such as those reflected in self-signaling theory may serve to explain how the seemingly irrational might sometimes be quite sensible. We elicit thesebehaviors using real-time multiplayer economic games and suggest mechanisms whereby players may incorporate thevalue of receiving certain signals themselves into their utility calculations, thus making for rational behaviorand rationalinferencein cases where it is not obviously so. These phenomena are consistent with a combination of self-signaling and alimit on the direction of inference in time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8r01q1jz", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Cashman", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Drazen", "middle_name": "", "last_name": "Prelec", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30048/galley/19902/download/" } ] }, { "pk": 29797, "title": "Causal Learning with Two Causes over Weeks", "subtitle": null, "abstract": "When making causal inferences, prior research shows that peopleare capable of controlling for alternative causes. These studies,however, utilize artificial inter-trial intervals on the order ofseconds; in real-life situations people often experience data overdays and weeks (e.g., learning the effectiveness of two newmedications over multiple weeks). In the current study, participantslearned about two possible causes from data presented in atraditional trial-by-trial paradigm (rapid series of trials) versus amore naturalistic paradigm (one trial per day for multiple weeks viasmartphone). Our results suggest that while people are capable ofdetecting simple cause-effect relations that do not requirecontrolling for another cause when learning over weeks, they havedifficulty learning cause-effect relations that require controlling foralternative causes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Causal Learning" }, { "word": "multiple causes" }, { "word": "trial-by-triallearning" }, { "word": "external validity" }, { "word": "Smartphone" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nr8f93x", "frozenauthors": [ { "first_name": "Ciara", "middle_name": "L.", "last_name": "Willett", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "M.", "last_name": "Rottman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29797/galley/19651/download/" } ] }, { "pk": 30164, "title": "Causal scope and causal strength:The number of potential effects of a cause influences causal strength estimates", "subtitle": null, "abstract": "Causal scope, the number of different effects a cause can pro-duce, is a salient feature of causes. In the present research, weaddress the question whether reasoners use causal scope as adiagnostic cue to infer the strengths of individual causal links.In three experiments, we manipulated the number of effects ofa cause, and asked subjects to assess the causal strengths ofsingle causal links. The results document a clear influence ofcausal scope on perceived link strength. In particular, subjectstended to display a “dilution” effect. They perceived a causallink to be weaker if that link belonged to a cause that is capa-ble of producing additional effects. This dilution effect can beexplained by a dispositional notion of causality according towhich a cause possesses a certain amount of causal power orcapacity that it distributes across its different causal pathways.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causality; causal strength; causal structure; scope;causal reasoning" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0j4915s9", "frozenauthors": [ { "first_name": "Simon", "middle_name": "", "last_name": "Stephan", "name_suffix": "", "institution": "University of G ̈ottingen", "department": "" }, { "first_name": "Michael", "middle_name": "R.", "last_name": "Waldmann", "name_suffix": "", "institution": "University of G ̈ottingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30164/galley/20018/download/" } ] }, { "pk": 29902, "title": "Certain to be surprised:A preference for novel causal outcomes develops in early childhood", "subtitle": null, "abstract": "A large literature on the development of causal reasoningcharacterizes early childhood as a period of curiosity,exploration, and experimentation. This suggests that a noveltypreference may be a universal hallmark of early causallearning. Functionally, such a bias might serve to directattention towards new opportunities for knowledge gain. Analternative possibility is that a preference for exploring noveloutcomes develops over time. In three experiments with 2- to5-year-olds, we investigate the developmental trajectory ofchildren’s preference for causal processes that producereliable versus novel outcomes. We find evidence for adevelopmental shift between ages 2 and 3: while two-year-olds trend toward a preference for reliable over noveloutcomes, older children clearly prefer novel ones. Wediscuss possible adaptive reasons for this developmental shift.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; causal learning;exploration; novelty; determinism" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bx7d65x", "frozenauthors": [ { "first_name": "Mariel", "middle_name": "K.", "last_name": "Goddu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Caren", "middle_name": "M.", "last_name": "Walker", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29902/galley/19756/download/" } ] }, { "pk": 29846, "title": "Chaining and historical adjective extension", "subtitle": null, "abstract": "A hallmark of natural language is the innovative reuse of ex-isting words. We examine how adjectives extend over timeto describe nouns and form previously unattested adjective-noun pairings. Our approach is based on the idea of chainingthat postulates word meaning to extend by linking novel ref-erents to existing ones that are close in semantic space. Wetest this proposal by exploring a set of models that learn toinfer adjective-noun pairings from historical text corpora fora period of 150 years. Our findings across three diverse setsof adjectives support a chaining mechanism that is sensitiveto semantic neighbourhood density, best captured by an exem-plar model of category extension. This work sheds light on thegenerative cognitive mechanisms of word usage extension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word usage extension; chaining; exemplar theory;generative model; adjectives" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59m035gq", "frozenauthors": [ { "first_name": "Karan", "middle_name": "", "last_name": "Grewal", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29846/galley/19700/download/" } ] }, { "pk": 29690, "title": "Chaining and the process of scientific innovation", "subtitle": null, "abstract": "A scientist’s academic pursuit can follow a winding path.Starting with one topic of research in earlier career, one maylater pursue topics that relate remotely to the initial point.Philosophers and cognitive scientists have proposed theoriesabout how science has developed, but their emphasis is typi-cally not on explaining the processes of innovation in individ-ual scientists. We examine regularity in the emerging order of ascientist’s publications over time. Our basic premise is that sci-entific papers should emerge in non-arbitrary ways that tend tofollow a process of chaining, whereby novel papers are linkedto existing papers with closely related ideas. We evaluate thisproposal with a set of probabilistic models on the historicalpublications from 70 Turing Award winners. We show that anexemplar model of chaining best explains the data among thealternative models, mirroring recent findings on chaining in thegrowth of linguistic meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "scientific innovation; chaining; exemplar model" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1kq3k6r2", "frozenauthors": [ { "first_name": "Emmy", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29690/galley/19547/download/" } ] }, { "pk": 29817, "title": "Chance-Discovery and Chance-Curation in Online Communities", "subtitle": null, "abstract": "In this paper, we consider chance-curation (the task of eas-ing chance-discovery activities for agents) as far as it concernsinformation sharing in online communities, understood as Vir-tual Cognitive Niches. We claim that Virtual Cognitive Nichesare digitally-encoded collaborative distributions of informa-tion and pieces of knowledge into the environment. The par-ticularity of Virtual Cognitive Niches, as socially biased net-works, is that they provide more ways for agents to interactthan to control the quality of the information they share and re-ceive. We contend that this social bias enables chance-curationstrategies that agents cannot foster in real-life communities. Inparticular, the chance curation strategies that we discuss are:redirecting the attention of agents to the virtual domain, foster-ing an only-docility-based relation with truth, and increasingthe social virtues of fallacies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Chance-discovery; Chance-curation; Online Com-munities; Cognitive Niches; Affordances." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4407j9sd", "frozenauthors": [ { "first_name": "Selene", "middle_name": "", "last_name": "Arfini", "name_suffix": "", "institution": "University of Pavia", "department": "" }, { "first_name": "Lorenzo", "middle_name": "", "last_name": "Magnan", "name_suffix": "", "institution": "University of Pavia", "department": "" }, { "first_name": "Tommaso", "middle_name": "", "last_name": "Bertolotti", "name_suffix": "", "institution": "University of Pavia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29817/galley/19671/download/" } ] }, { "pk": 29764, "title": "Change of Consciousness and Attitude through Learning Experience inUniversity: An Exploratory Learning Model of Japanese University Students", "subtitle": null, "abstract": "Changes in students learning approaches/attitudes when transitioning from high schools to universities is an importanttopic in Japanese higher education researches. In previous Japanese research, case studies have discussed students learningexperiences and attitudes in high schools and universities. However, most of them only discussed the difference and thesimilarity between high school and university and did not suggest the ways of connecting two different or similar learningsystems. The present study conducted surveys using two questionnaires that examined first-year undergraduate studentslearning experience in high school, learning attitude at the start of the semester, and learning experience and attitude at theend of the semester. The analysis of the startend of the semester suggests there were two different learning attitudes: onethat is continued from high school and difficult to be affected by the learning experience in university and the other that ischangeable through active and communicative learning experiences in university.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5wg8x5p8", "frozenauthors": [ { "first_name": "Tomohiro", "middle_name": "", "last_name": "Taira", "name_suffix": "", "institution": "Osaka City University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29764/galley/19618/download/" } ] }, { "pk": 30121, "title": "Changes in cortical networks during motor imagery and action observation ofwalking", "subtitle": null, "abstract": "Motor imagery (MI) and action observation (AO) are cognitive motor processes. Previous studies have examined themodulation of corticospinal excitability, spinal reflex excitability, and cortical activity during MI and AO. However, howthe cortical network changes during these processes were still unknown. Here, this study investigated the cortical networkchanges during MI, AO, and MI combined with AO (MI+AO) by analyzing changes of phase relations (phase synchronyanalysis). 64-ch electroencephalographic signals were recorded from twelve healthy males while they were performingMI, AO, and MI+AO of walking. In our results, phase desynchronization occurred between the sensorimotor areas andthe visual areas during AO and MI+AO, while MI by itself did not cause phase desynchronization. These results suggestthat AO changes cortical connectivity between the sensorimotor and visual areas while the cortical connectivity staysduring MI. These findings have implications for understanding the cortical network changes induced by cognitive motorprocesses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nf2g3bd", "frozenauthors": [ { "first_name": "Naotsugu", "middle_name": "", "last_name": "Kaneko", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Hikaru", "middle_name": "", "last_name": "Yokoyama", "name_suffix": "", "institution": "Tokyo University of Agriculture and Technology", "department": "" }, { "first_name": "Yohei", "middle_name": "", "last_name": "Masugi", "name_suffix": "", "institution": "Tokyo International University", "department": "" }, { "first_name": "Katsumi", "middle_name": "", "last_name": "Watanabe", "name_suffix": "", "institution": "Waseda University", "department": "" }, { "first_name": "Kimitaka", "middle_name": "", "last_name": "Nakazawa", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30121/galley/19975/download/" } ] }, { "pk": 29932, "title": "Characteristics of Visualizations and Texts in Elementary School Biology Books", "subtitle": null, "abstract": "A breath of research has investigated how characteristics of visualizations and characteristics of texts influence learningand generalization. Given that students integrate information from visualizations and text, we investigate how the char-acteristics of the text depends on characteristics of the visualization. We focus on two characteristics of visualizations(perceptual richness, and whether they display variability), and one characteristic of the text (use of generic language). Wefound that the majority of visualization were detailed photographs and do not display variability. Most of the text usedgeneric language, but we found that some visualizations qualified these generic statements with more specific phrases.The use of generic was more common for visualizations that display variability and photographs. Our study highlightsthe importance of investigating what students are normally exposed to and suggest that future research on multi-medialearning should place close attention to the characteristics of the text that accompany the visualization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2gd397hr", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Menendez", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Taylor", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Ryan", "middle_name": "", "last_name": "Hassett", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Ashley", "middle_name": "", "last_name": "Haut", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Olympia", "middle_name": "N.", "last_name": "Mathiaparanam", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Martha", "middle_name": "", "last_name": "Alibali", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Karl", "middle_name": "", "last_name": "Rosengren", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29932/galley/19786/download/" } ] }, { "pk": 29666, "title": "Characterizing the mechanisms of instructed reinforcement learning with fMRIpattern-similarity analysis", "subtitle": null, "abstract": "Past work has made conflicting proposals about the mechanisms underlying instructed reinforcement learning (RL)specifically,that prefrontal cortex, representing instruction, either biases, attenuates, or overrides learning signals in the brain. Weleverage the sensitivity of pattern-similarity analysis of fMRI data to distinguish between the qualitative features of theseaccounts. Participants learn the value of six novel stimuli after receiving false information that one is of high value. Wetrack markers of value learning in visual cortex during a value-independent perceptual judgement task presented betweenintervals of RL. We predict that with learning, the correlation between activation patterns for similarly valued stimuli willincrease. To characterize influences on learning, we examine how the rate at and direction in which these patterns changein similarity will be influenced by explicit instruction about stimulus value. This work will help us identify the principlecognitive and neural mechanisms underlying instructed RL.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mb7m4x8", "frozenauthors": [ { "first_name": "Euan", "middle_name": "", "last_name": "Prentis", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Nathan", "middle_name": "", "last_name": "Tardiff", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Thompson-Schill", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29666/galley/19523/download/" } ] }, { "pk": 30098, "title": "Characterizing the relationship between lexical and morphological development", "subtitle": null, "abstract": "In learning morphology, do children generalize from their vocabularies on an item-by-item basis, or do they form globalrules on a developmental timetable? We use large-scale parent-report data to address this question by investigating relationsamong morphological development, vocabulary growth, and age. For three languages, we examine irregular verbs (e.g.go) and predict childrens correct inflection (went) and overregularization (goed/wented). Morphology knowledge relatesstrongly to vocabulary, more so than to age. Further, this relation is modulated by age: for two children with the samevocabulary size, the older is more likely to correctly inflect and overregularize, and the effect of vocabulary on morphologydecreases with age. Lastly, correct inflection and overregularization rates rise in tandem over age, and vocabulary effectson them are correlated across items. Our findings support that morphology learning is strongly coupled to lexical learningand that correct inflection and overregularization are related, verb-specific, processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5407s19t", "frozenauthors": [ { "first_name": "Mika", "middle_name": "", "last_name": "Braginsky", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Virginia", "middle_name": "", "last_name": "Marchman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30098/galley/19952/download/" } ] }, { "pk": 29520, "title": "Child-directed speech: the impact of variations in speaking rate on\nword learning", "subtitle": null, "abstract": "This study investigated how caregivers modulate their\nspeaking rate according to children’s lexical knowledge and\nthe context of the interaction, and how such adjustments\naffect children’s word learning. We studied a semi-\nnaturalistic corpus where caregivers talked about different\ntoys with their 3-4 years old children. The toys were known\nor unknown to the child, and present or absent from the\nenvironment. We found that caregivers talked about\nunknown toys with a slower speaking rate than known ones.\nWhen toys were absent, caregivers also tended to slow down\nfor the toy’s name, although they produced the whole\nutterance faster. Crucially, the results of a subsequent\nrecognition task for children showed that caregivers’ greater\nadjustment in speaking rate between known and unknown\nwords predicted better immediate learning. Our findings\nsuggest that caregivers modify their speaking rate in a\nhelpful manner when the situation is more demanding,\nwhich assists children in word learnin", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "child-directed speech; speaking rate; word\nlearning; semi-naturalistic observatio" } ], "section": "Word Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9db3d7r7", "frozenauthors": [ { "first_name": "Jinyu", "middle_name": "", "last_name": "Shi", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Yan", "middle_name": "", "last_name": "Gu", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Beata", "middle_name": "", "last_name": "Grzyb", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Gabriella", "middle_name": "", "last_name": "Vigliocc", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29520/galley/19380/download/" } ] }, { "pk": 30116, "title": "Child-directed word associations reveal divergent semantic structure thatimproves models of early word learning", "subtitle": null, "abstract": "How words are associated within the linguistic environment conveys semantic content, and it is well known that adultsspeak differently to children than to other adults. We present results from a new word association study in which adultparticipants are instructed to produce either unconstrained or child-directed responses to each cue, where cues included674 nouns, verbs, and adjectives from the McArthur-Bates Communicative Development Inventory (CDI). Child-directedresponses consisted of higher frequency words with fewer letters and earlier ages of acquisition. The correlations amongthe responses generated for each pair of cues differed between unconstrained and child-directed responses, suggestingthat child-directed associations imply different semantic structure. A comparison of growth models guided by semanticnetwork structure revealed that child-directed associations are more predictive of early lexical growth. Thus, these newchild-directed word association norms may provide more clear insight into the semantic context of young children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0521j84r", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Cox", "name_suffix": "", "institution": "Louisiana State University", "department": "" }, { "first_name": "Ashlyn", "middle_name": "", "last_name": "Suchand", "name_suffix": "", "institution": "Louisiana State University", "department": "" }, { "first_name": "Eileen", "middle_name": "", "last_name": "Haebig", "name_suffix": "", "institution": "Louisiana State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30116/galley/19970/download/" } ] }, { "pk": 29655, "title": "Children affirm the possibility of improbable events when they are similar to a\nknown event", "subtitle": null, "abstract": "Children often judge that strange and improbable events are\nimpossible, whereas adults usually accept the possibility of\nsuch events. This shows that children’s reasoning about\npossibility is immature, but it remains unclear how children\nreason about the possibility of improbable events. We explore\nwhether children use a novel event’s similarity to a known\nevent to infer whether the event can happen. We told 4- to 6-\nyear-olds (N=120) either ordinary or improbable facts and then\nasked if a related improbable event was also possible. The facts\ncontained no causal information that could be extended to the\noccurrence of a similar event. Children who heard improbable\nfacts more often agreed that similar improbable events were\npossible than children who heard ordinary facts. This suggests\nthat the mere knowledge that an event can happen influences\nchildren’s beliefs about the possibility of other unfamiliar-but-\nsimilar events.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "possibility; causality; improbable events;\navailability heuristic; conceptual development" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4085z7d3", "frozenauthors": [ { "first_name": "Brandon", "middle_name": "W.", "last_name": "Goulding", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Ori", "middle_name": "", "last_name": "Friedman", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29655/galley/19512/download/" } ] }, { "pk": 29748, "title": "Children combine information from multiple models in a grid search task", "subtitle": null, "abstract": "Population size has been proposed to promote cumulative culture in humans. Experimental evidence from adult humanssuggests that this may be due to the potential for combining beneficial information from multiple models. However, it ispossible that such combinatory social learning requires cognitive capacities restricted to adult humans. In our task, childrenaged 5-10 years watched two models consecutively search a 3x3 grid for rewards. Models revealed different correct andincorrect reward locations. This information could be used by the child to maximise their own score on the same task. Wewere interested in childrens ability to select rewarded locations, and avoid unrewarded ones, revealed by both models. Wealso manipulated the spatial and temporal displacement of the information available. Childrens performance on the taskimproved with age. Most children could outperform the mean score of the two models, but outperforming the combinedscore occurred in only limited circumstances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xh7x6q3", "frozenauthors": [ { "first_name": "Charlotte", "middle_name": "", "last_name": "Wilks", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Atkinson", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Caldwell", "name_suffix": "", "institution": "University of Stirling", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29748/galley/19604/download/" } ] }, { "pk": 29429, "title": "Children hear more about what is atypical than what is typical", "subtitle": null, "abstract": "How do children learn the typical features of objects in theworld? For many objects, this information must come from thelanguage they hear. However, language does not veridicallyreflect the world: People are more likely to talk about atypicalfeatures (e.g., “purple carrot”) than typical features (e.g., “or-ange carrot”). Does the speech children hear from their parentsalso overrepresent atypical features? We examined the typical-ity of adjectives produced by parents in a large, longitudinalcorpus of parent-child interaction. Across nearly 2000 uniqueadjective–noun pairs, we found parents’ adjectives predomi-nantly mark atypical features of objects, although parents ofvery young children are relatively more likely to comment ontypical features as well. We then used vector space models toshow that learning the typical features of common categoriesfrom linguistic input alone is challenging even with sophisti-cated statistical inference techniques.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language input" }, { "word": "Language Acquisition" }, { "word": "child-directed speech" }, { "word": "Corpus Analysis" }, { "word": "word2vec" } ], "section": "Learning and Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02m9b7cf", "frozenauthors": [ { "first_name": "Claire", "middle_name": "", "last_name": "Bergey", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Benjamin", "middle_name": "C.", "last_name": "Morris", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Yurovsky", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29429/galley/19289/download/" } ] }, { "pk": 29833, "title": "Children’s attribution of disfluency to different sources", "subtitle": null, "abstract": "Disfluency in speech leads listeners, even two-year-oldchildren, to expect the speaker to refer to novel and discourse-new objects. Previous evidence suggests this link betweendisfluency and discourse novelty is not driven simply bytracking of co-occurrence statistics connecting disfluency withreference to a new object, but also by integrating extra-linguistic information about the speaker’s perspective. Weasked whether children can attribute a speaker’s disfluency todifferent sources – language planning difficulty vs. distractionfrom the conversation. We tested children’s processing ofdisfluency when interacting with an engaged versus adistracted speaker. When the engaged speaker was disfluent,children looked more at a novel and discourse-new image thanat a familiar and just-named image, consistent with the existingliterature. This disfluency effect was attenuated when thespeaker was distracted, suggesting that four-year-old childrencan flexibly attribute a speaker’s disfluency to different sourcesin online interpretation of disfluent speech.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Speech disfluency; Eye-tracking; Pragmaticinference; Attention; Source of disfluency" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6cq8d2h5", "frozenauthors": [ { "first_name": "Si", "middle_name": "On", "last_name": "Yoon", "name_suffix": "", "institution": "University of Iowa", "department": "" }, { "first_name": "Cynthia", "middle_name": "L.", "last_name": "Fisher", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29833/galley/19687/download/" } ] }, { "pk": 29698, "title": "Childrens expectations of reciprocity in referential communication", "subtitle": null, "abstract": "Speakers often violate conversational expectations by offering less information than listeners need (Grice, 1975). Althoughchildren appear sensitive to such violations as comprehenders (Gweon & Asaba, 2018; Katsos & Bishop, 2011), it isunclear how they would respond to them in a reciprocal conversational setting. Here, we ask whether children tailor theinformativeness of their speech based on the informativeness of an interlocutor in a prior interaction. In an informativenessrating task, 4- and 5-year-old children evaluated the utterances of an informative and an under-informative interlocutor.Then, in a referential communication task, roles were reversed, and children produced referential descriptions for either theinformative or the under-informative interlocutor. Results showed that although children were sensitive to conversationalviolations, they did not tailor their utterances to their interlocutors informativeness. Although preliminary, these findingssuggest that cooperative expectations in linguistic exchanges might differ from those underlying broader (non-linguistic)social action.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33z486gv", "frozenauthors": [ { "first_name": "Myrto", "middle_name": "", "last_name": "Grigoroglou", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Patricia", "middle_name": "", "last_name": "Ganea", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29698/galley/19555/download/" } ] }, { "pk": 29866, "title": "Children’s Expressive and Receptive Knowledge of the English Regular Plural", "subtitle": null, "abstract": "We investigate the development of children’s early grammat-ical knowledge using the test case of the English regular plu-ral. Previous research points to early generalization, with chil-dren applying an abstract morphological rule to produce novelplurals well before 24 months. At the same time, childrenuse the plural inconsistently with familiar object words, anddemonstrate limited receptive knowledge of the plural in theabsence of supporting linguistic features. In the first studyto test knowledge of the plural within participants using aparadigm matched across comprehension and production, weconduct two experiments with n = 52 24-36-month-olds: aneyetracking task to evaluate what they understand, and a sto-rybook task to test how they use the plural. We manipulateboth novelty (novel vs. familiar object words) and phonolog-ical form (/s/ vs. /z/ plurals). We find strong, age-related ev-idence of productive knowledge of the plural in an expressivetask, but do not find evidence of receptive knowledge in thesesame children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "first language acquisition; linguistic productivity;morphosyntax; linguistic generalization" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/502625pr", "frozenauthors": [ { "first_name": "Stephan", "middle_name": "C.", "last_name": "Meylan", "name_suffix": "", "institution": "Massachussets Institute of Techonology", "department": "" }, { "first_name": "Roger", "middle_name": "P.", "last_name": "Levy", "name_suffix": "", "institution": "Massachussets Institute of Techonology", "department": "" }, { "first_name": "Elika", "middle_name": "", "last_name": "Bergelson", "name_suffix": "", "institution": "Duke University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29866/galley/19720/download/" } ] }, { "pk": 30184, "title": "Childrens generalization of food properties: the role of transformation, propertyvalence, and neophobia", "subtitle": null, "abstract": "Children build concepts for food categories which they use in property induction-generalization situations. Which factorschildren do favor in their inductive strategies and to what extent interindividual differences, such as food neophobia, affectthem remains unclear. We used an induction task with negative and positive properties, and manipulated the familiarity(i.e., familiar and unfamiliar) and the state (i.e., untransformed and transformed) of foods. This study is the first to addressthe role of interindividual differences in inductive reasoning strategies in the case of opposed valence properties. Resultsrevealed that positive and negative properties are not generalized the same way, depending on the food familiarity andstate. In addition, we observed that neophobic children were characterized by different inductive strategies for negativeproperties compared to their neophilic counterparts. We conclude that food neophobia is sensitive to risk uncertainty andtherefore, caution should be taken when introducing new foods to preschoolers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rp0m3c8", "frozenauthors": [ { "first_name": "Foinant", "middle_name": "", "last_name": "Damien", "name_suffix": "", "institution": "University of Bourgogne Franche-Comt", "department": "" }, { "first_name": "Lafraire", "middle_name": "", "last_name": "Jrmie", "name_suffix": "", "institution": "Institut Paul Bocuse", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "University of Bourgogne Franche-Comt", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30184/galley/20038/download/" } ] }, { "pk": 29910, "title": "Childrens Mathematical Strategy Choices are not Influenced by NumberMagnitude", "subtitle": null, "abstract": "When solving mathematical equivalence problems (e.g. 5 + 3 + 6 = + 6), children use a variety of problem-solvingstrategies (Perry, Church, & Goldin-Meadow, 1988). We investigated factors potentially influencing how children choosestrategies and solve problems, including the size of the numbers, the problem structure, and the structure of childrensstrategy repertoires. We predicted that childrens strategy choices would be influenced by both the size of the numbersand the problem structure. We found that, contrary to our expectations, childrens strategy choices and their accuracywere not influenced by the size of the numbers in the problem. We also predicted that there would childrens strategyrepertoires would reveal conceptual structure. Children were highly consistent in their strategy choices across problems,and individual strategies showed evidence of varying affinity with one another. Childrens repertoires appear to reflectchildrens emerging understanding of equivalence, providing a potential target for personalizing instruction in mathematicalequivalence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fs8c58h", "frozenauthors": [ { "first_name": "Susan", "middle_name": "", "last_name": "Cook", "name_suffix": "", "institution": "University of Iowa", "department": "" }, { "first_name": "Andy", "middle_name": "", "last_name": "Mistak", "name_suffix": "", "institution": "University of Iowa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29910/galley/19764/download/" } ] }, { "pk": 30168, "title": "Children’s spontaneous inferences about time and causality in narrative", "subtitle": null, "abstract": "How do children understand the temporal and causalrelations among events in a narrative? We explored theroles of (a) connectives like before and because, (b)chronology, and (c) world knowledge in supportingchildren's inferences about causal and temporal relations innarrative. We told 3- to 7-year-old children storiescontaining two events. We then unexpectedly asked them toretell the stories from memory, to test what they hadencoded. Children attended to and recalled the causal andtemporal relations from the stories. They were more likelyto modify their retellings when the events in the story werenot described chronologically, or when the causal relationswere inconsistent with children’s knowledge of the realworld. These tendencies interacted with the specificconnectives in the story and their positioning. Thesefindings indicate that children as young as 3 spontaneouslyintegrate their knowledge of connectives, sentencestructure, and the world when processing narratives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; language acquisition;temporal cognition; causal inference; narrative" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8x87m93h", "frozenauthors": [ { "first_name": "Katharine", "middle_name": "A.", "last_name": "Tillman", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" }, { "first_name": "Nestor", "middle_name": "", "last_name": "Tulagan", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Jess", "middle_name": "", "last_name": "Sullivan", "name_suffix": "", "institution": "Skidmore College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30168/galley/20022/download/" } ] }, { "pk": 29829, "title": "Childrens Understanding of Relational Vocabulary for Ordinal and MagnitudeRelations", "subtitle": null, "abstract": "Although substantial work investigates childrens understanding of ordinal and magnitude-based relations, little work hasinvestigated childrens understanding of the vocabulary used for these relations and how relational language knowledgemay be constrained by symbolic number knowledge. In the current study, children were asked which of two numbers wasbigger/smaller than or before/after five. On close trials, the correct answer was 4 or 6 (one away from 5) and on far trials,the correct answer was 3 or 7 (two away from 5). We hypothesized that 4- to 6-year-olds understanding of ordinal relations(before/after) are initially constrained to refer to numbers immediately before/after (i.e., close values), but that this is notthe case for bigger/smaller comparisons. Preliminary results suggest this to be the case, with children performing betteron close trials than far trials for ordinal relations, but not magnitude relations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bj591nb", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Hurst", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Abrea", "middle_name": "", "last_name": "Greene", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Susan", "middle_name": "C.", "last_name": "Levine", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29829/galley/19683/download/" } ] }, { "pk": 29891, "title": "Childrens use of linguistic and non-linguistic negation in reasoning by thedisjunctive syllogism", "subtitle": null, "abstract": "Whether logical inference is available without language is highly debated. One such inference is the disjunctive syllogism(A Or B, Not A, Therefore B). Evidence from a search task that required disjunctive reasoning suggests that that thesyllogism is unavailable before age 3 (Mody & Carey, 2016). However, in a replication of the same task using language(i.e., verbal negation), even 2.5-year-olds succeeded (Grigoroglou, et al., 2019). Here we explore the role of languagein childrens logical reasoning. 2.5- to 4-year-olds performed the non-linguistic task, after a short training in reasoningby exclusion. Half of the children received linguistic training (e.g., heard there is no coin in X cup); half received non-linguistic training (i.e., saw that one location was empty). Results show that 2.5- and 3-year-olds were more successful inreasoning with the disjunctive syllogism after the linguistic training. Thus, offering children the premise Not A verballyfacilitated logical reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55z1x26g", "frozenauthors": [ { "first_name": "Myrto", "middle_name": "", "last_name": "Grigoroglou", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Patricia", "middle_name": "", "last_name": "Ganea", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29891/galley/19745/download/" } ] }, { "pk": 29489, "title": "Children use agents’ response time to distinguish between memory and novel\ninference", "subtitle": null, "abstract": "Psychologists frequently use response time to study\ncognitive processes, but response time may also be a part of\nthe commonsense psychology that allows us to make\ninferences about other agents’ mental processes. We present\nevidence that by age six, children expect that solutions to a\ncomplex problem can be produced quickly if already\nmemorized, but not if they need to be solved for the first\ntime. We suggest that children could use response times to\nevaluate agents’ competence and expertise, as well as to\nassess the value and relevance of information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mental speed" }, { "word": "development" }, { "word": "Theory of mind" }, { "word": "cognitive effort" } ], "section": "Social Inference", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5zn4353d", "frozenauthors": [ { "first_name": "Emory", "middle_name": "", "last_name": "Richardson", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Keil", "name_suffix": "", "institution": "Yale", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29489/galley/19349/download/" } ] }, { "pk": 29488, "title": "Children use inverse planning to detect social transmission in design of artifacts", "subtitle": null, "abstract": "Do children use objects to infer the people and actions that created them? We ask how children judge whether designswere socially transmitted (copied), asking if children use asimple perceptual heuristic (more similar = more likelycopied), or make a rational, flexible inference (Bayesianinverse planning). We found evidence that children use inverseplanning to reason about artifacts’ designs: When children sawtwo identical designs, they did not always infer copyingoccurred. Instead, similarity was weaker evidence of copyingwhen an alternative explanation ‘explained away’ thesimilarity. Thus, children inferred copying had occurred lessoften when designs were efficient (Exp1, age 7-9; N=52), andwhen there was a constraint that limited the number of possibledesigns (Exp2, age 4-5; N=160). When thinking about artifacts,young children go beyond perceptual features and use a processlike inverse planning to reason about the generative processesinvolved in design.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition; cognitive development; Bayesianinference; inverse planning; artifact design" } ], "section": "Social Inference", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0j39q2pp", "frozenauthors": [ { "first_name": "Madison", "middle_name": "L.", "last_name": "Pesowski", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Alyssa", "middle_name": "D.", "last_name": "Quy", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Adena", "middle_name": "", "last_name": "Schachner", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29488/galley/19348/download/" } ] }, { "pk": 29432, "title": "Children use one-to-one correspondence to establish equality after learning tocount", "subtitle": null, "abstract": "Humans make frequent and powerful use of external symbolsto express number exactly, leading some to question whetherexact number concepts are only available through the acqui-sition of symbolic number systems. Although prior work hasaddressed this longstanding debate on the relationship betweenlanguage and thought in innumerate populations and semi-numerate children, it has frequently produced conflicting re-sults, leaving the origin of exact number concepts unclear.Here, we return to this question by replicating methods pre-viously used to assess exact number knowledge in innumer-ate groups, such as the Pirah ̃a, with a large sample of semi-numerate US toddlers. We replicate previous findings fromboth innumerate cultures and developmental studies showingthat numeracy is linked to the concept of exact number. How-ever, we also find evidence that this knowledge is surprisinglyfragile even amongst numerate children, suggesting that nu-meracy alone does not guarantee a full understanding of exact-ness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Number; language; cognitive development; con-ceptual development" } ], "section": "Numerosity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6tz180dn", "frozenauthors": [ { "first_name": "Rose", "middle_name": "M.", "last_name": "Schneider", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29432/galley/19292/download/" } ] }, { "pk": 29777, "title": "Choice Strategies in a Changing Social Learning Environment", "subtitle": null, "abstract": "One challenge that children face when learning from others isthat social agents can behave in unpredictable ways. Socialagents may acquire—or fail to acquire—new information thatinfluences how they interact with the learner. Little is knownabout children’s sensitivity to these changes or howeffectively children update their own behavior in response.Participants (N = 129) searched for rewards while receivingsuggestions from a social agent. The suggestions changed inlevel of reliability over time. All children updated howheavily they weighted the cues after the change. However,younger children were more influenced by their initialexperience with the suggestions, indicating that youngerchildren may have more difficulty disengaging from socialinformation in uncertain learning environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social learning; statistical learning; development" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rd66513", "frozenauthors": [ { "first_name": "Rista", "middle_name": "C.", "last_name": "Plate", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Kristin", "middle_name": "", "last_name": "Shutts", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Cochrane", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "C.", "middle_name": "Shawn", "last_name": "Green", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Seth", "middle_name": "D.", "last_name": "Pollak", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29777/galley/19631/download/" } ] } ] }