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{ "count": 39501, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=14000", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13800", "results": [ { "pk": 29653, "title": "Classification of cognitive problem-solving strategies using MVPA on pre-solutionEEG data", "subtitle": null, "abstract": "There are two strategies that can be employed to solve a problem: analysis and insight. Analysis is the incremental,conscious search for a solution, as in hypothesis testing; insight involves the unconscious restructuring of a problemrepresentation followed by the sudden, conscious realization of the solution (Aha! phenomenon). We attempted to discoverfeatures of neural activity during problem solving that could predict which type of cognitive strategy people used on eachtrial of an anagram task. We used Multivariate Pattern Analysis (MVPA) on 64-channel pre-solution EEG recording thathas been time-frequency transformed. Searchlight was employed in which neighboring time-frequency points within asliding window were used to train a Naive-Bayesian classifier across electrodes to determine the features with the bestclassification accuracy. In addition, Support Vector Machine was trained using principal components, which resulted inimproved classification accuracy than Searchlight, suggesting more distributed nature of informative features in the data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mh8h42t", "frozenauthors": [ { "first_name": "Yongtaek", "middle_name": "", "last_name": "Oh", "name_suffix": "", "institution": "Drexel University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29653/galley/19511/download/" } ] }, { "pk": 29606, "title": "Clustering as a precursor to efficient and near-optimal solution of small instancesof the Traveling Salesperson Problem (TSP)", "subtitle": null, "abstract": "Humans efficiently find near-optimal (i.e., near-minimum-length) tours when solving small instances of the TravelingSalesperson Problem (TSP), a problem hard for computers. We hypothesize that this is possible because they use thefollowing strategy: cluster the points, solve the smaller TSPs for each cluster, and then solve the TSP defined by theclusters. This study focused on the antecedent process of human clustering. 42 participants clustered 56 sets of 15 to 40points on two occasions. We found that human clustering is generally reliable (M Fowlkes-Mallows Index = 0.75) forall problem sizes. Reliability was higher for problems that showed statistical evidence of cluster structure versus no suchstructure, and was not affected when the problem was flipped for the second presentation. Thus, humans are sensitive tocluster structure, and clustering is a stable foundation for solving TSP instances. This sets the stage for future research onclustering-based TSP strategies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5rq4n2jk", "frozenauthors": [ { "first_name": "Vijay", "middle_name": "", "last_name": "Marupudi", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "Vimal", "middle_name": "", "last_name": "Rao", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "Jimin", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "Rina", "middle_name": "", "last_name": "Harsch", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "Jeffrey", "middle_name": "", "last_name": "Bye", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "Sashank", "middle_name": "", "last_name": "Varma", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29606/galley/19465/download/" } ] }, { "pk": 29747, "title": "Cognition at Special Forces Boot Camp: Does High-Intensity Physical ExerciseAffect Memorisation?", "subtitle": null, "abstract": "There is conflicting evidence regarding the effect of acute physical exercise on peoples ability to memorise declarativeinformation. Some studies have found that exercising before learning improves memorisation, while others have foundan adverse effect. We measured memorisation in 70 recruits for the Special Forces unit of the Dutch army during theirfirst week of training. Recruits used a computer-guided learning system to study the names of locations on a map directlybefore and directly after a high-intensity speed march. In the learning session following the speed march, responses werefaster but less accurate than before, particularly at the start of the session. We fitted a computational cognitive model ofhuman memory to the responses made in each learning session to obtain a continuous index of memorisation. This indexshowed a small improvement after the speed march, suggesting that memory representations formed after high-intensityphysical exercise were slightly more stable.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6rp9s65w", "frozenauthors": [ { "first_name": "Maarten", "middle_name": "", "last_name": "van der Velde", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Florian", "middle_name": "", "last_name": "Sense", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Jelmer", "middle_name": "", "last_name": "Borst", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Ruud", "middle_name": "", "last_name": "Den Hartigh", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Maurits", "middle_name": "Baatenburg", "last_name": "de Jong", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Hedderik", "middle_name": "van", "last_name": "Rijn", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29747/galley/19603/download/" } ] }, { "pk": 29340, "title": "Cognition, Collectives, and Human Culture", "subtitle": null, "abstract": "Cognitive capacities such as learning, reasoning, anddecision-making are often studied in tasks where a single par-ticipant acts in isolation. Yet humans don’t learn, reason, andmake decisions in a vacuum. Human cognition is distinc-tively social: Much of what we do influences—and is influ-enced by—other people.The goal of this workshop is to bring together diverse per-spectives on the interplay between human cognition and thedynamic, social environments we inhabit. The workshop isorganized around three key themes. Theme 1 lays out thecognitive tools that equip individuals to thrive in social en-vironments, including specialized mechanisms for teachingand learning from others. Theme 2 examines how the socialenvironment is itself shaped by the dynamic interactions be-tween multiple individuals, producing emergent behaviors atthe level of the collective. Finally, Theme 3 explores howhuman cognition responds to the demands of particular so-cial environments, including how cultural variability in socialcognition might emerge across development.Collectively, the research showcased in this workshopenriches this year’s conversation on “How to Develop aMind: Learning in Humans, Animals, and Machines”by highlighting the social and cultural context of learn-ing and development. In addition, our speakers representa broad cross-section of the conference, spanning multi-ple disciplines (computer science, anthropology, psychol-ogy), perspectives (computational, ecological, developmen-tal), and career stages (from research assistants to full pro-fessors). Below, we describe each theme and presentercontributions in detail. To take part in the workshop,visit cognitioncollectivesandculture.github.io forthe current schedule.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Workshop", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9c0088n7", "frozenauthors": [ { "first_name": "Charley", "middle_name": "M.", "last_name": "Wu", "name_suffix": "", "institution": "Harvard University , Max Planck Institute for Human Development", "department": "" }, { "first_name": "Natalia", "middle_name": "", "last_name": "Velez", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Mark", "middle_name": "K.", "last_name": "Ho", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29340/galley/19201/download/" } ] }, { "pk": 30178, "title": "Cognitive consequences of structured education in a connectionist model ofanalogical reasoning", "subtitle": null, "abstract": "Education has a profound impact on human cognition. People who have participated in education are better at solvingabstract reasoning tasks, can flexibly transfer knowledge across domains and are better at explaining their solutions.However, the properties of education that are responsible for these cognitive changes are poorly understood. We explorethe hypothesis that a structured education consisting of a cumulative, compositional curricular learning regime usingculturally constructed concepts and tools can account for many of these observations. In particular, we demonstrate thata connectionist model that learns to solve difficult analogical reasoning problems using a structured education is betterat knowledge reuse, while simultaneously providing explanations for solutions. We predict that premature progressionthrough a curriculum, before proficiency in a foundational stage has been established can fundamentally limit the potentialfor subsequent abstract reasoning performance or knowledge transfer ability.", "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/1h05q8m9", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Barrett", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Felix", "middle_name": "", "last_name": "Hill", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Santoro", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Jay", "middle_name": "", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30178/galley/20032/download/" } ] }, { "pk": 30100, "title": "Cognitive fluency and the spread of news on social media", "subtitle": null, "abstract": "What drives someone to share news stories online? Prior research has identified some possible factors: qualities of the newsconsumer, the news stories themselves and the news consumption environment. We explore an additional factor: cognitivefluency. Cognitive fluency, the ease with which a user reads and comprehends headlines, predicts the rate of sharing ofnews stories. We quantify over 100,000 stories from major news outlets from 2017 and use a bespoke rate-of-sharingmetric, determined by the rate a story was shared on Twitter shortly after appearing on an outlets RSS feed. Cognitivefluency was expressed in cognitive processing (English Lexicon Project). The effect of cognitive fluency is detectable butsmall, and may vary across news outlets. This suggests fluency may serve as a gating mechanism to the propagation ofnews online. We discuss the theoretical implications of this relationship: cognitive constraints of consumers, the structureof the news ecosystem and relationships between these levels of analysis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2k9228wt", "frozenauthors": [ { "first_name": "Jason", "middle_name": "Matthew", "last_name": "Luna", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Rick", "middle_name": "", "last_name": "Dale", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30100/galley/19954/download/" } ] }, { "pk": 29947, "title": "Cognitive Machine Theory of Mind", "subtitle": null, "abstract": "A major challenge for research in Artificial Intelligence (AI)is to develop systems that can infer humans’ goals and beliefswhen observing their behavior alone (i.e., systems that haveTheory of Mind, ToM). In this research we use a theoretically-grounded, pre-existent cognitive model to demonstrate the de-velopment of ToM from observation of other agents’ behavior.The cognitive model relies on Instance-Based Learning The-ory (IBLT) of experiential decision making, that distinguishesit from previous models that are hand-crafted for particular set-tings, complex, or unable to explain a cognitive developmentof ToM. An IBL model was designed to be an observer ofagents’ navigation in gridworld environments and was queriedafterwards to predict the actions of new agents in new (notexperienced before) gridworlds. The IBL observer can inferand predict potential behaviors from just a few samples ofagents’ past behavior of random and goal-directed reinforce-ment learning agents. Furthermore the IBL observer is able toinfer the agent’s false belief and pass a classic ToM test com-monly used in humans. We discuss the advantages of usingIBLT to develop models of ToM, and the potential to predicthuman ToM.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive model; machine theory of mind;instance-based learning theory." } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/47z896z6", "frozenauthors": [ { "first_name": "Thuy", "middle_name": "Ngoc", "last_name": "Nguyen", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29947/galley/19801/download/" } ] }, { "pk": 29456, "title": "Cognitive models of time: Across the lifespan, the world, and the mind", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "temporal cognition; time and space; cognitivedevelopment; cross-cultural comparison; episodic memory" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tx84581", "frozenauthors": [ { "first_name": "Katharine", "middle_name": "", "last_name": "Tillman", "name_suffix": "", "institution": "The University of Texas at Austin", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Bender", "name_suffix": "", "institution": "University of Bergen", "department": "" }, { "first_name": "Ariel", "middle_name": "", "last_name": "Starr", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Thanujeni", "middle_name": "", "last_name": "Pathman", "name_suffix": "", "institution": "York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29456/galley/19316/download/" } ] }, { "pk": 29953, "title": "Cognitive offloading increases false recall.", "subtitle": null, "abstract": "Offloading to-be-remembered information is a ubiquitous memory strategy, yet in relying on external memory stores,our ability to recall from internal memory is often diminished. In the present investigation, we examine how offloadingimpacts true and false recall. Across three preregistered experiments, participants studied and wrote word lists that wereeach strongly associated with an unstudied critical word. We compared recall in the offloading condition (i.e., when theyexpected to have access to their written lists during recall) with a no-offloading condition (i.e., when they did not expectto have access to their written lists during recall). In the absence of the written external stores, offloading decreased truerecall of the presented words while increasing false recall for the unpresented critical words. Results are discussed in termsof offloadings differential effects on the formation of gist and verbatim traces during encoding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0sj2n6nk", "frozenauthors": [ { "first_name": "Xinyi", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Megan", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Risko", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29953/galley/19807/download/" } ] }, { "pk": 30002, "title": "Color Categorization and Naming in Normal, Deficient, and Mixed PopulationsUsing Agent Based Modelling", "subtitle": null, "abstract": "Humans make sense of the world by compressing and classifying perceptual information into discrete linguistic categories.A major consideration in linguistic categorization is that humans being social and cultural creatures have categories thatare not just consistent internally, but across a linguistic community. Color naming represents an exemplary problem incognitive science because of the unique interplay between perception, conceptualization, and language. In this study,we use an agent-based model to explore the link between perception and language in the context of color vision and itsvariations. Colorblindness is a congenital disorder that alters the color experience of those affected. Using a definitiveidentifier of colorblindness, the Just Noticeable Difference curve, we show that color vision deficiencies lead to impairedperceptual and linguistic categorization, without significant impact on social communication. The results provide insightsinto the color experience of the colorblind and how they cope with the language of color.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0zk0x2xv", "frozenauthors": [ { "first_name": "Rithwik", "middle_name": "", "last_name": "Cherian", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" }, { "first_name": "Harish", "middle_name": "", "last_name": "Karnick", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30002/galley/19856/download/" } ] }, { "pk": 29857, "title": "Coloring Outside the Lines:Error Patterns in Children’s Acquisition of Color Terms", "subtitle": null, "abstract": "A key challenge for children in language acquisition is to learnthe mapping of words to mental categories, since this mappingvaries greatly from language to language. The errors childrenmake in this process are very informative regarding the devel-opment of lexical semantic categories; in particular, how chil-dren overextend a word to an inappropriate exemplar providesa window onto the mechanisms that underlie their categoriza-tion processes. We perform a large-scale quantitative analysisof the detailed patterns of children’s errors in the domain ofcolor, finding evidence that these error patterns are driven byan interaction between domain general principles of catego-rization, and children’s developing knowledge of the seman-tics of color. Our results suggest that, while domain generalprocesses play a role throughout development, their influencevaries across ages according to their use of domain specific(conceptual) knowledge, which gradually increases over time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning errors; semantics; color terms" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0hp2s27s", "frozenauthors": [ { "first_name": "Julia", "middle_name": "", "last_name": "Watson", "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": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29857/galley/19711/download/" } ] }, { "pk": 29994, "title": "Commonality Search as a Way of Facilitating Creative Thinking:\nA Comparison with the Alternative Categorization Task", "subtitle": null, "abstract": "The purpose of this study was to clarify the cognitive processes\nof commonality search between unrelated objects. Specifically,\nwe investigated the relationship between the performance of\nthe commonality search task and that of the alternative\ncategorization task. We hypothesized that one needs to focus\non obscure features of objects to do both tasks well and that\nthere would therefore be a positive correlation between the\nperformances on the two tasks. We also compared the\nperformance of the commonality search task with that of the\nalternative categorization to investigate exploratorily how each\ntask promotes creative thinking. Thirty-one participants were\nasked to engage in two tasks: the commonality search task and\nthe alternative categorization task. In the commonality search\ntask, they were asked to list as many commonalities as possible\nbetween nine unrelated object pairs within 90 seconds for each\npair. In the alternative categorization task, they were asked to\nlist as many categories as possible to which each of the five\nobjects belonged, within 60 seconds for each object. Although\nThere was a significant positive correlation between the\nnumbers of answers on these tasks. The additional results\nshowed that there was no significant difference between the\ntwo tasks in terms of average saliency score or the first answer,\nbut the saliency of the commonality search task was significant\nlower than the alternative categorization task in the second\nanswer. We discussed the similarities and differences between\nthe two tasks and the potential use of the commonality search\ntask as a way to promote creative thinking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Creative thinking" }, { "word": "Commonality search" }, { "word": "Alternative categorization" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ts022bp", "frozenauthors": [ { "first_name": "Mayu", "middle_name": "", "last_name": "Yamakawa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Sachiko", "middle_name": "", "last_name": "Kiyokawa", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29994/galley/19848/download/" } ] }, { "pk": 29341, "title": "commonsense reasoning; core knowledge; in-tuitive theories; machine learning", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "commonsense reasoning; core knowledge; in-tuitive theories; machine learning" } ], "section": "Workshop", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2367w9c4", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "A.", "last_name": "Smith", "name_suffix": "", "institution": "MIT , CBMM", "department": "" }, { "first_name": "Eliza", "middle_name": "", "last_name": "Kosoy", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Deepak", "middle_name": "", "last_name": "Pathak", "name_suffix": "", "institution": "CMU, FAIR", "department": "" }, { "first_name": "Alan", "middle_name": "", "last_name": "Fern", "name_suffix": "", "institution": "OSU", "department": "" }, { "first_name": "Joshua", "middle_name": "B", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT , CBMM", "department": "" }, { "first_name": "Tomer", "middle_name": "", "last_name": "Ullman", "name_suffix": "", "institution": "CBMM , Harvard", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29341/galley/19202/download/" } ] }, { "pk": 29476, "title": "Comparing Adaptive and Random Spacing Schedules during Learningto Mastery Criteria", "subtitle": null, "abstract": "Adaptive generation of spacing intervals in learning usingresponse times improves learning relative to both adaptivesystems that do not use response times and fixed spacingschemes (Mettler, Massey & Kellman, 2016). Studies haveoften used limited presentations (e.g., 4) of each learningitem. Does adaptive practice benefit learning if items arepresented until attainment of objective mastery criteria? Doesit matter if mastered items drop out of the active learning set? We compared adaptive and non-adaptive spacing underconditions of mastery and dropout. Experiment 1 comparedrandom presentation order with no dropout to adaptivespacing and mastery using the ARTS (AdaptiveResponse-time-based Sequencing) system. Adaptive spacingproduced better retention than random presentation.Experiment 2 showed clear learning advantages for adaptivespacing compared to random schedules that also includeddropout. Adaptive spacing performs better than randomschedules of practice, including when learning proceeds tomastery and items drop out when mastered.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "adaptive learning; spacing effect; memory;optimal practice; mastery learning" } ], "section": "Comparative and Cultural Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7fj233kb", "frozenauthors": [ { "first_name": "Everett", "middle_name": "", "last_name": "Mettler", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Christine", "middle_name": "M.", "last_name": "Massey", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Burke", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Philip", "middle_name": "J.", "last_name": "Kellman", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29476/galley/19336/download/" } ] }, { "pk": 30090, "title": "Comparing the effects of frontal and temporal neurostimulation on second language\nlearning", "subtitle": null, "abstract": "Successful language learning requires a dynamic balance\nbetween declarative and procedural mechanisms, yet\nindividuals may engage them in less than optimal ways. The\ngoal of the current experiment was to determine whether\ntranscranial direct current stimulation (tDCS) can tip the\nbalance, specifically facilitating declarative or procedural\nlearning. Seventy-nine subjects (31 no stimulation, 16 sham\nstimulation, 16 temporal, 16 frontal) completed an artificial\ngrammar learning task followed by a two-alternative forced-\nchoice test measuring sensitivity to the underlying grammar\n(procedural) versus the surface form (declarative). The pattern\nof results is consistent with separate engagement of declarative\nand procedural systems. Left temporal stimulation resulted in\nhigher selection of strings with familiar surface features. In\ncontrast, frontal stimulation resulted in a slower learning\ntrajectory and more frequent selection of grammatical letter\nstrings. We conclude that tDCS may be used to facilitate\nengagement of different learning systems required for language\nlearning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language learning; tDCS; declarative learning;\nprocedural learning" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3677p3s5", "frozenauthors": [ { "first_name": "Kinsey", "middle_name": "", "last_name": "Bice", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Chantel", "middle_name": "S.", "last_name": "Prat", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30090/galley/19944/download/" } ] }, { "pk": 29609, "title": "Complexity/informativeness trade-off in the domain of indefinite pronouns", "subtitle": null, "abstract": "The vocabulary of human languages has been argued to support efficient communication by optimizing the trade-offbetween complexity and informativeness (Kemp and Regier, 2012). The argument has been based on cross-linguisticanalyses of vocabulary in semantic domains of content words such as kinship, color, and number terms. The present workextends this analysis to a category of function words: indefinite pronouns (e.g. someone, anyone, no-one, cf. Haspelmath,2001). We establish the meaning space and feature-based representations for indefinite pronouns, and show that indefinitepronoun systems across languages optimize the complexity/informativeness trade-off. This demonstrates that pressuresfor efficient communication shape both content and function word categories, thus tying in with the conclusions of recentwork on quantifiers (Steinert-Threlkeld, 2019). Furthermore, we argue that the trade-off may explain some of the universalproperties of indefinite pronouns, thus reducing the explanatory load for linguistic theories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xq5x5bq", "frozenauthors": [ { "first_name": "Milica", "middle_name": "", "last_name": "Denic", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Shane", "middle_name": "", "last_name": "Steinert-Threlkeld", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Jakub", "middle_name": "", "last_name": "Szymanik", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29609/galley/19468/download/" } ] }, { "pk": 29608, "title": "Compositional Neural Machine Translation by Removing the Lexicon from Syntax Tristan Thrush", "subtitle": null, "abstract": "The meaning of a natural language utterance is largely determined from its syntax and words. Additionally, there isevidence from theories in semantics and neuroscience that humans process an utterance by separating some amount ofknowledge about the lexicon from the knowledge of word order. In this paper, we propose neural units that can enforcethis constraint over an LSTM encoder and decoder. We demonstrate that our model achieves competitive performanceacross a variety of domains including semantic parsing, syntactic parsing, and English to Mandarin Chinese translation. Inthese cases, our model outperforms the standard LSTM encoder and decoder architecture on many or all of our metrics. Todemonstrate that our model achieves a desired partial separation between the lexicon and syntax, we analyze its weightsand explore its behavior when different neural modules are damaged. When damaged, we find that the model displays theknowledge distortions that aphasics are evidenced to have.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86v493n0", "frozenauthors": [ { "first_name": "Tristan", "middle_name": "", "last_name": "Thrush", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29608/galley/19467/download/" } ] }, { "pk": 29457, "title": "Computational approaches to analyzing and generating comics", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "comics; corpus linguistics; computationallinguistics; computational modeling; narrative generation" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7jf3z0fz", "frozenauthors": [ { "first_name": "Aditya", "middle_name": "", "last_name": "Upadhyayula", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Martens", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Rogelio", "middle_name": "E.", "last_name": "Cardona-Rivera", "name_suffix": "", "institution": "University of Utah", "department": "" }, { "first_name": "Andrew", "middle_name": "T.", "last_name": "Hendrickson", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Cohn", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29457/galley/19317/download/" } ] }, { "pk": 30008, "title": "Computational cognitive requirements of random decision problems", "subtitle": null, "abstract": "Previous studies have found that for electronic computers the computational requirements of solving an instance of aproblem are related to a specific set of features of the problem. This mapping has been shown to apply to electroniccomputers on a multitude of problems and is referred to as Instance Complexity (IC). However, it remains an open questionwhether IC applies to humans. For this purpose, we ran a set of experiments in which human participants solved a setof instances of one of three, widely studied, computational problems (Knapsack, Traveling Salesperson and the BooleanSatisfiability). We found that, in line with our hypothesis, IC had a negative effect on human performance in all problems.Our results suggest that IC can be used as a generalisable measure of the computational resource requirements of a task.Moreover, given its properties, IC could serve a crucial role in the cognitive resource allocation process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93h185q4", "frozenauthors": [ { "first_name": "Juan", "middle_name": "Pablo", "last_name": "Franco", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Karlo", "middle_name": "", "last_name": "Doroc", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Nitin", "middle_name": "", "last_name": "Yadav", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Bossaerts", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Carsten", "middle_name": "", "last_name": "Murawski", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30008/galley/19862/download/" } ] }, { "pk": 29632, "title": "Computational mechanisms for resolving misunderstandings", "subtitle": null, "abstract": "Imagine discussing yesterdays dinner with a friend: It wasn’t particularly tasty. Your friend concurs, it was very salty!Thinking you were talking about the appetizer (which wasnt salty at all), youre forced to reconsider which course yourfriend was talking about. Was the appetizer salty to her? Was she talking about the main course? People encounter mis-understandings in everyday conversation, yet quickly and seamlessly resolve them. How people do this is an explanatorychallenge: the thing being talked about (i.e., the referent) is often not physically present during the conversation. Hence,theres no easy way for interlocutors to establish common ground via ostensive signaling (e.g., by pointing at the dish). Wedevelop a model of speakers that use pragmatic reasoning to infer the referent inferred by listeners. We explore the perfor-mance of this model using agent-based simulated conversations. The results imply necessary and sufficient conditions forsuccessful updating.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9925h8qg", "frozenauthors": [ { "first_name": "Laura", "middle_name": "van de", "last_name": "Braak", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Blokpoel", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Dingemanse", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Ivan", "middle_name": "", "last_name": "Toni", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Iris", "middle_name": "van", "last_name": "Rooij", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29632/galley/19490/download/" } ] }, { "pk": 29421, "title": "Concealable Stigmatized Identity Disclosure as a Possible Perturbation to ComplexSocial Systems", "subtitle": null, "abstract": "Interpersonal coordination is essential for successfulcooperative action. Beyond synchronized joint action toachieve a goal such as moving furniture, humans tend tospontaneously coordinate movement in everyday action (i.e.,coordinated limb movement during walking). Furthermore,these actions are said to arise from the interaction dominantdynamics between agents and foment cooperative behavior. Assuch, existing research demonstrates that closer affiliation isassociated with entrainment of physiological signals includingheart beat and rhythmic limb movement. Considering the rolesocial stigmatization plays in disrupting social interaction, thepresent research investigated the impact of concealable stigmadisclosure (depression diagnosis or bisexual identity)—as aperturbation to a nonlinear dynamical system—oninterpersonal coordination and affiliation. Study 1 resultsdemonstrate that depression disclosure may lead to more socialdistancing in a collision avoidance walking task compared tobisexual and neutral disclosures. In study 2, interactionimproved affiliation regardless of disclosure type.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Concealable stigma disclosure; spontaneoussynchronization; interpersonal coordination; nonlineardynamics" } ], "section": "Complex Dynamics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9zk448qd", "frozenauthors": [ { "first_name": "Hannah", "middle_name": "M.", "last_name": "Douglas", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Toohey", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Michael", "middle_name": "J.", "last_name": "Richardson", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Rachel", "middle_name": "W.", "last_name": "Kallen", "name_suffix": "", "institution": "Macquarie University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29421/galley/19281/download/" } ] }, { "pk": 30191, "title": "Conditional Reasoning and Relevance", "subtitle": null, "abstract": "The paper concerns conditional reasoning and, in particular, the case, where the antecedent of a conditional is true butits consequent is unknown. We pursue the idea to apply abduction in order to find an explanation for the consequent.If such an explanation can be abduced then new conditionals can be generated which are known to be true. This leadsto two problems, viz. that a consequent should not abduce itself and that the antecedent should be strongly relevant tothe consequent of a conditional. Both problems are solved within the Weak Completion Semantics, a new, computational,multi-valued, and non-monotonic logic paradigm which has already been successfully applied to different human reasoningproblems including the suppression and the selection task. The notion of strong relevance developed in the paper is withrespect to the models of a logic program representing the background knowledge of a human reasoning episode and, thus,deviates from the mostly proof theoretic definitions of relevancy in relevance theory.", "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/7zr113sw", "frozenauthors": [ { "first_name": "Steffen", "middle_name": "", "last_name": "Hlldobler", "name_suffix": "", "institution": "TU Dresden", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30191/galley/20045/download/" } ] }, { "pk": 29825, "title": "Configurative Weighting as a Two-Plane Approximation of Bayesian Estimates", "subtitle": null, "abstract": "Configurative weighting and adding can be a surprisingly effective approximation of multiplicative functions. In thecontext of joint probability judgment, Nilsson et al. (2009) has shown that, when marginal probabilities are only approxi-mately known, the configurative weighted average (CWA) of two probabilities not only predicts a high level of conjunctionfallacies, as observed in data, but also correlates higher with the true joint probability than if the two probabilities are mul-tiplied. Here we show that [1] the surface representing the optimal Bayesian estimate of a joint probability can be closelyapproximated by two planes, [2] configurative weighting and adding, such as the CWA model, constitutes such a two-planeapproximation, and [3] a bias-variance tradeoff is not sufficient to explain the accuracy of the CWA. More generally, thissuggests that the efficiency of heuristics might be due to suitable weighting operations rather than less-is-more effects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tr4d934", "frozenauthors": [ { "first_name": "Joakim", "middle_name": "", "last_name": "Sundh", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Jerker", "middle_name": "", "last_name": "Denrell", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29825/galley/19679/download/" } ] }, { "pk": 29920, "title": "“Conscious” Multi-Modal Perceptual Learning forGrounded Simulation-Based Cognition", "subtitle": null, "abstract": "Barsalou (1999) presented a simulation-based theory ofgrounded cognition called Perceptual Symbol Systems.According to this theory, a fully functional conceptual systemcan be implemented using only modal representations (akaperceptual symbols) and simulations. While the theory hasgained considerable neuroscientific and experimental support,there is an urgent need for computational accounts that fleshout the theory. The current paper explores one approach forimplementing these computational foundations. We present animplementation of perceptual symbols, simulators, simulation-based perception, and “conscious” multi-modal perceptuallearning based on generative neural networks, called", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perceptual symbol systems; multi-modalperception; mental simulation; LIDA; unsupervised machine learning" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/72c2s7f1", "frozenauthors": [ { "first_name": "Stan", "middle_name": "", "last_name": "Franklin", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Sean", "middle_name": "", "last_name": "Kugele", "name_suffix": "", "institution": "University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29920/galley/19774/download/" } ] }, { "pk": 29895, "title": "Consideration of Alternative Outcomes of Psychological Studies: Some Evidencefor Transfer", "subtitle": null, "abstract": "Scientific thinking relies on consideration of alternative possible outcomes to research. We considered whether 1. en-gaging with psychological research resultssome of which were surprisingin a learning phase transferred to considerationof alternative outcomes for a different set of research studies in a test phase, and 2. whether transfer was heightened bypredicting results before learning the actual outcomes (foresight), as opposed to indicating what one would have predictedafter learning the actual outcomes (hindsight). One indication of transfer would be decreased confidence in the outcomeone believed to be true, but we did not observe this trend. However, we did see evidence of transfer for a subset ofparticipants: No participants in the learning phase provided reasons for alternative outcomes, but a sizable minority ofparticipants, across both hindsight and foresight groups, did so in the test phase. We will discuss what factors distinguishparticipants who showed transfer.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52w9j44w", "frozenauthors": [ { "first_name": "Edward", "middle_name": "", "last_name": "Munnich", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Dana-Lis", "middle_name": "", "last_name": "Bittner", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Jasmine", "middle_name": "", "last_name": "West", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Megan", "middle_name": "", "last_name": "Schneider", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Arlis", "middle_name": "", "last_name": "Tuiasosopo", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Wilson", "middle_name": "", "last_name": "Cobb", "name_suffix": "", "institution": "University of San Francisco", "department": "" }, { "first_name": "Milo", "middle_name": "", "last_name": "Martinez", "name_suffix": "", "institution": "University of San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29895/galley/19749/download/" } ] }, { "pk": 29778, "title": "Constructing complex social categories from distinct group membershipinformation", "subtitle": null, "abstract": "Conceptual combination is the act of building complex concepts from simpler ones. Although previous research has ex-amined how inferences about compound objects (e.g., fuzzy chair) are produced from their constituent concepts, littleis known about the combinatorial processes that produce inferences about compound social categories (e.g., Irish Musi-cian). Using a computational approach, we investigated the relationship between trait ratings of 25 nationality-occupationcombinations and ratings of their constituent concepts. 25 non-human animal combinations (e.g., circus snake) serve as acomparison. We find that constituent concepts are weighted unequally when combined: head concepts (Musician/Snake)are prioritized over modifier concepts (Irish/Circus) for both combination types. Additionally, ratings of more familiar so-cial combinations diverge increasingly from ratings of their constituent concepts, whereas ratings of more familiar animalcombinations instead converge with ratings of their constituents. This raises the possibility that existing knowledge playsdifferent roles in peoples inferences about human versus animal categories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9427q175", "frozenauthors": [ { "first_name": "Alice", "middle_name": "", "last_name": "Xia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Solomon", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Thompson-Schill", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Adrianna", "middle_name": "", "last_name": "Jenkins", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29778/galley/19632/download/" } ] }, { "pk": 29756, "title": "Constructing Meaning in Small Increments", "subtitle": null, "abstract": "Humans comprehend natural language sentences in real time, processing the elements of each sentence incrementally withimmediate interpretation, while working within the limitations of general cognitive abilities. While much research hasbeen devoted to human sentence comprehension, a detailed computational theory of how this is done has been lacking.In this work we explore some fundamental principles of human sentence comprehension, propose a novel computationaltheory of knowledge representation and incremental processing to comprehend sentences using general cognitive abilities,and discuss results of an implementation of this theory in a robotic agent. We then explore the theorys implications forfuture work in various areas of cognitive science.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3691t3gb", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Lindes", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29756/galley/19611/download/" } ] }, { "pk": 29804, "title": "Contextual Interference Effect in Motor Skill Learning: An Empirical andComputational Investigation", "subtitle": null, "abstract": "To efficiently learn and retain motor skills, we can introducecontextual interference through interleaved practice.Interleaving tasks or stimuli initially hinders performance butleads to superior long-term retention. It is not yet clear ifimplicitly learned information also benefits from interleavingand how interleaved practice changes the representation ofskills. The present study used a serial reaction time task whereparticipants practiced three 8-item sequences that were eitherinterleaved or blocked on Day 1 (training) and Day 2 (testing).An explicit recall test allowed us to post-hoc sort participantsinto two groups of learners: implicit learners recalled less itemsthan did explicit learners. Significant decreasing monotonictrends, indicating successful learning, were observed in bothtraining groups and both groups of learners. We found supportfor the benefit of interleaved practice on retention of implicitsequence learning, indicating that the benefit of interleavedpractice does not depend on explicit memory retrieval. ABayesian Sequential Learning model was adopted to modelhuman performance. Both empirical and computational resultssuggest that explicit knowledge of the sequence wasdetrimental to retention when the sequences were blocked, butnot when they were interleaved, suggesting that contextualinterference may be a protective factor of interference ofexplicit knowledge. Slower learning in the interleavedcondition may result in better retention and reducedinterference of explicit knowledge on performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian theory; motor skill learning; sequentiallearning; implicit learning; serial reaction time task" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/79p3d8pc", "frozenauthors": [ { "first_name": "Julia", "middle_name": "M.", "last_name": "Schorn", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Barbara", "middle_name": "J.", "last_name": "Knowlton", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29804/galley/19658/download/" } ] }, { "pk": 29406, "title": "Context variability promotes generalization in reading aloud:Insight from a neural network simulation", "subtitle": null, "abstract": "How do neural network models of quasiregular domains learnto represent knowledge that varies in its consistency withthe domain, and generalize this knowledge appropriately?Recent work focusing on spelling-to-sound correspondencesin English proposes that a graded “warping” mechanismdetermines the extent to which the pronunciation of a newlylearned word should generalize to its orthographic neighbors.We explored the micro-structure of this proposal by training anetwork to pronounce new made-up words that were consistentwith the dominant pronunciation (regulars), were comprisedof a completely unfamiliar pronunciation (exceptions), orwere consistent with a subordinate pronunciation in English(ambiguous). Crucially, by training the same spelling-to-soundmapping with either one or multiple items, we tested whethervariation in adjacent, within-item context made a givenpronunciation more able to generalize. This is exactly whatwe found. Context variability, therefore, appears to act as amodulator of the warping in quasiregular domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "quasiregularity" }, { "word": "neural network models" }, { "word": "contextvariability" }, { "word": "read aloud" }, { "word": "spelling-to-sound correspondences" }, { "word": "reading acquisition." } ], "section": "Neural Networks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kv6t8bm", "frozenauthors": [ { "first_name": "Ian", "middle_name": "D.", "last_name": "Miller", "name_suffix": "", "institution": "University of Toronto Scarborough", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Dumay", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Lam", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Blair", "middle_name": "C.", "last_name": "Armstrong", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29406/galley/19266/download/" } ] }, { "pk": 29453, "title": "Contrasting Exemplar and Prototype Models in a Natural-Science Category Domain", "subtitle": null, "abstract": "A classic issue in the cognitive-science of human categorylearning has involved the contrast between exemplar and prototypemodels. However, experimental tests to distinguish the models haverelied almost solely on use of artificial categories composed ofsimplified stimuli. Here we contrast the predictions from the modelsin a real-world natural-science category domain – geologic rocktypes. Previous work in this domain used a set of complementarymethods, including multidimensional scaling and direct dimensionratings, to derive a high-dimensional feature space in which the rockstimuli are embedded. The present work compares the category-learning predictions of exemplar and prototype models that makereference to this derived feature space. The experiments includeconditions that should be favorable to prototype abstraction,including use of large-size categories, delayed transfer testing, andreal-world natural category structures. Nevertheless, the results ofthe qualitative and quantitative model comparisons point toward theexemplar model as providing a better account of the observedresults. Limitations and directions of future work are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; exemplar models; prototype models;high-dimensional similarity spaces" } ], "section": "Categorization", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37k0026g", "frozenauthors": [ { "first_name": "Robert", "middle_name": "M.", "last_name": "Nosofsky", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Meagher", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Parhesh", "middle_name": "", "last_name": "Kumar", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29453/galley/19313/download/" } ] }, { "pk": 29959, "title": "Contrasting RNN-based and simulation-based models of human physicalparameter inference", "subtitle": null, "abstract": "A number of recent studies have used ideal observer models to capture human physical reasoning as based on approximatemental simulation driven through a realistic inner physics engine. While these approaches can match human competencein specific tasks, they are still relatively far from cognitive plausibility and are limited in their ability to capture patternsof human biases and errors. In this work, we train a recurrent neural network (RNN) extensively on a physical reasoningtask – conceptually mimicking the lifetime of experience that human adults have to build physical competence. We thenexamine its behavior alongside that of adults in the same test set of problems. We find that the RNN matches humanpatterns of judgments and errors much better than the idealised simulation account. We highlight specific situations whereboth RNN and humans erred and discuss the ramifications for current debates about the prevalence of physical simulationin cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2n8217w2", "frozenauthors": [ { "first_name": "Hctor", "middle_name": "Otero", "last_name": "Mediero", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Bramley", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29959/galley/19813/download/" } ] }, { "pk": 29743, "title": "Contribution of first-person sensory experience to thinking about seeing: Evidencefrom blindness", "subtitle": null, "abstract": "Do we need to reflect on our own perceptual experiences to understand what another person is seeing/hearing? Sighted(n=18) and congenitally blind (n=18) participants listened to scenarios describing sighted or blind observers looking at orhearing another person (target). Participants rated the likelihood that observers would know features of the target (e.g., age,gender, eye/hair color). We manipulated distance of observer from the target (nearby versus far) and duration of perceptualexperience (extended versus brief). Blind and sighted groups agreed on features easiest to discern (e.g. hair easier than eyecolor), although blind participants judgments about vision were more variable. Both groups judged nearby and extendedperception more likely to result in knowing. For seeing experiences, blind participants judgments were more influenced byduration, whereas sighted participants by distance. Linguistic communication is sufficient for discovering basic variablesgoverning perception (i.e., distance, duration), but first-person experience calibrates weighting of the variables.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6200j47w", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Musz", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Arielle", "middle_name": "", "last_name": "Silverman", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Marina", "middle_name": "", "last_name": "Bedny", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29743/galley/19599/download/" } ] }, { "pk": 30140, "title": "Controlling the retrieval of general vs specific semantic knowledge in the instancetheory of semantic memory", "subtitle": null, "abstract": "Distributional models of semantic cognition commonly makesimplifying assumptions, such as representing word co-occurrence structure by prototype-like high-dimensional se-mantic vectors, and limit how retrieval processes may con-tribute to the construction and use of semantic knowl-edge. More recently, the instance theory of semantics (ITS,Jamieson, Avery, Johns, & Jones, 2018) reconceived a dis-tributional model in terms of instance-based memory, allow-ing context-specific construction of semantic knowledge at thetime of retrieval. By simulation, we show that additional en-coding and retrieval operations, consistent with learning andmemory theory, can play a crucial role in flexibly controllingthe construction of general versus specific semantic knowl-edge. We argue this consolidation of processing principlesholds insight for distributional theories of semantic cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "distributional semantics; higher-order similarity;instance theory; surprise-driven learning; retrieval" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6p09x9gp", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "J.C.", "last_name": "Crump", "name_suffix": "", "institution": "Brooklyn College", "department": "" }, { "first_name": "Randall", "middle_name": "K.", "last_name": "Jamieson", "name_suffix": "", "institution": "University of Manitoba", "department": "" }, { "first_name": "Brendan", "middle_name": "T.", "last_name": "Johns", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Michael", "middle_name": "N.", "last_name": "Jones", "name_suffix": "", "institution": "Indiana University – Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30140/galley/19994/download/" } ] }, { "pk": 29573, "title": "Co-occurrences and temporal distribution of caregivers indexical multimodal cuesin real-world interactions", "subtitle": null, "abstract": "When caregivers talk to their children, they can also look, point or manipulate the objects they are talking about. Thesemultimodal indexical cues can help the child disambiguate the referred object from potential targets in the environmentduring word learning. In fact, most naming episodes are modulated by some multimodal cues. In the work we presenthere, we use data from a semi-naturalistic corpus of caregiver-child interactions (ECOLANG corpus) where caregiverstalk to their children about objects that are new or known to the child. We focus on caregivers production and ask: (i)how often caregivers use any of the multimodal cues when naming the referent for new vs. known objects; (ii) what thetemporal relationship between multimodal cues and naming episodes is; (iii) whether there is a relationship between thecue usage (and its temporal distribution) and word 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/5xm647rs", "frozenauthors": [ { "first_name": "Xuanyi", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Rice University", "department": "" }, { "first_name": "Beata", "middle_name": "", "last_name": "Grzyb", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Gabriella", "middle_name": "", "last_name": "Vigliocco", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29573/galley/19433/download/" } ] }, { "pk": 29818, "title": "Cooperation, Response Time, and Social Value Orientation: A Meta-Analysis", "subtitle": null, "abstract": "Recent research at the cross between cognitive and social sci-ences is investigating the cognitive mechanisms behind coop-erative decisions. One debated question is whether cooperativedecisions are made faster than non-cooperative ones. Yet em-pirical evidence is still mixed. In this paper we explore theimplications of individual heterogeneity in social value orien-tation for the effect of response time on cooperation. We con-duct a meta-analysis of available experimental studies (n=8;treatments=16; 5,232 subjects). We report two main results:(i) the relation between response time and cooperation is mod-erated by social value orientation, such that it is positive forindividualist subjects and negative for prosocial subjects; (ii)the relation between response time and cooperation is partlymediated by extremity of choice. These results suggest thathighly prosocial subjects are fast to cooperate, highly individ-ualist subjects are fast to defect, and subjects with weaker pref-erences make slower and less extreme decisions. We explainthese results in terms of decision-conflict theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cooperation; Response Time; Social Value Orien-tation; Decision Conflict." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3n82v5js", "frozenauthors": [ { "first_name": "Giulia", "middle_name": "", "last_name": "Andrighetto", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Valerio", "middle_name": "", "last_name": "Capraro", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Guido", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Aron", "middle_name": "", "last_name": "Szekely", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29818/galley/19672/download/" } ] }, { "pk": 29374, "title": "Corrective Processes in Modeling Reference Resolution", "subtitle": null, "abstract": "Reference resolution is one of the core components of language\nunderstanding. In spite of its centrality, psychological\nevidence has shown that the reference resolution process is\nprone to errors and egocentric bias. In this work, we propose\nan extension to Analogical Reference Resolution, a\ncomputational model based on analogical retrieval, which\naccounts for such errors. We test the extended model on a\nstudy by Epley et al. (2004) and replicate human patterns of\nbias and correction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reference resolution; perspective taking; analogy" } ], "section": "Modeling Language", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/78678723", "frozenauthors": [ { "first_name": "Constantine", "middle_name": "", "last_name": "Nakos", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Irina", "middle_name": "", "last_name": "Rabkina", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Hill", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Kenneth", "middle_name": "D.", "last_name": "Forbus", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29374/galley/19235/download/" } ] }, { "pk": 30197, "title": "Co-speech gestures reflect non-linguistic thinking: evidence from mental abacus", "subtitle": null, "abstract": "Why do people gesture when they speak? On one proposal, people gesture because they speak: Gestures reflect speechproduction processes. Alternatively, people gesture because they think: Gestures reflect non-linguistic thinking processes.If gestures during speech grow out of thinking, not simply speaking, then co-speech gestures should look similar to thegestures that are produced during silent thinking without speech. Here, we looked at spontaneous gestures during mentalabacus, a non-linguistic technique for rapid arithmetic operations via imagining moving beads on an abacus. We comparedhow expert mental abacus users spontaneously gesture during silent thinking (no-speech) and during explaining how theysolved the arithmetic problems (speech). In both the speech and the no-speech condition, gestures reflected operations ona mental abacus in the same way (e.g. depicting the trajectory of beads). These results suggest that at least some co-speechgestures grow out of thinking processes that are independent of speaking.", "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/5xp2j4kh", "frozenauthors": [ { "first_name": "Yamur", "middle_name": "Deniz", "last_name": "Ksa", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Neon", "middle_name": "", "last_name": "Brooks", "name_suffix": "", "institution": "Kaiser Permanente Center for Health Research", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30197/galley/20051/download/" } ] }, { "pk": 29793, "title": "Costly Exceptions: Deviant Exemplars Reduce Category Compression", "subtitle": null, "abstract": "We investigated whether the presence of exception items can\nimpede effects of category compression (within-category items\nappearing more similar) in classification learning. We\nhypothesized that the distinct representations afforded to\nexceptions may cause the target category to appear less\ncohesive, thereby reducing the likelihood of compression\noccurring. Across two experiments, participants engaged in\nclassification learning without exceptions, with an easy\nexception, or with a difficult exception. Pairwise similarity\nratings for all items were collected before and after learning to\nindex compression. Results from Experiment 1 suggest that\ndifficult exceptions can impede compression for the contrast\ncategory when situated within its cluster, while results from\nExperiment 2 suggest that both kinds of exceptions can impair\ncompression of standard items in a target category relative to\nthe No Exception control. We also observed surprising\nevidence of a novel between-category compression effect that\nwas observed with the category structure developed for these\nexperiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; learned categorical perception;\nsimilarity; representation change; exceptions" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ct39867", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "C.", "last_name": "Silliman", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Sean", "middle_name": "", "last_name": "Snoddy", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Wetzel", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "J.", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29793/galley/19647/download/" } ] }, { "pk": 29531, "title": "Covert attention shift by Sequence-space synesthesia (SSS): a cognitive grammarapproach", "subtitle": null, "abstract": "Some people experience sequences like numbers allocated to a specific part of space which is well-known as sequencespace synesthesia. On the other hand, covert attention is orienting of attention without the head, eyes, or body movementis the (mental) moving of attention toward a stimulus. Here, We used previous findings in sequence space synesthesia byusing an auditory number sequence numbers and covert spatial attention together with cognitive grammar theory includingprofiling to assess the possibility to shift covert attention towards a specific part of a bistable picture. Our participants were14 years old adolescents learning English at the pre-intermediate level in a school in Tehran which went through within-subject experiment. Results showed shorter reaction time for a sentence with trajectory congruent with covert attended partof the bistable picture compared to the condition without such attentional shift by t value as -4.466 within 95% confidenceinterval.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pt0h1hf", "frozenauthors": [ { "first_name": "Mohsen", "middle_name": "", "last_name": "Dolatabadi", "name_suffix": "", "institution": "ferdowsi university of mashhad", "department": "" }, { "first_name": "Mehrdad", "middle_name": "", "last_name": "Dowlatabadi", "name_suffix": "", "institution": "Sharif university of technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29531/galley/19391/download/" } ] }, { "pk": 30141, "title": "Crazy for you! Understanding Utility in Joint Actions", "subtitle": null, "abstract": "Predicting others’ actions and inferring preferences from their\nchoices is indispensable for successfully navigating social\nenvironments. Yet, the cognitive tools agents employ for prediction\nand decision may differ when involved in social interactions. When\npursuing a goal individually, humans maximize utility by\nminimizing costs, while when engaged in joint actions utility\nmaximization might not be the only heuristic in place. We\ninvestigate if human adults represent costs and rewards of joint vs.\nindividual actions, and how do they decide whether to engage in a\njoint action. We test participants’ decisions when solving a task\nalone or together with a partner as a function of the cost of\ncoordination. Our results show that human adults decide based on a\npreference for joint actions, despite engaging in coordination\nreduces their individual utility. We discuss a framework for\ndecision-making which accounts for cognitive heuristics and\npreferences for joint actions characterizing agents’ cooperative\nbehavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "utility; joint action; decision; coordination." } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3176x0ck", "frozenauthors": [ { "first_name": "Arianna", "middle_name": "", "last_name": "Curioni", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Pavel", "middle_name": "", "last_name": "Voinov", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Matthias", "middle_name": "", "last_name": "Allritz", "name_suffix": "", "institution": "University of St Andrews", "department": "" }, { "first_name": "Josep", "middle_name": "", "last_name": "Call", "name_suffix": "", "institution": "University of St Andrews", "department": "" }, { "first_name": "Gunther", "middle_name": "Klaus", "last_name": "Knoblich", "name_suffix": "", "institution": "Central European University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30141/galley/19995/download/" } ] }, { "pk": 30044, "title": "Cross-Domain Adversarial Reprogramming of a Recurrent Neural Network", "subtitle": null, "abstract": "Neural networks are vulnerable to adversarial attacks. These attacks can be untargeted, causing the model to make anyerror, or targeted, causing the model to make a specific error. Adversarial Reprogramming introduces a type of attackthat reprograms the network to perform an entirely new task from its original function. Additional inputs in a pre-trainednetwork can repurpose the network to a different task. Previous work has shown adversarial reprogramming possible insimilar domains, such as an image classification task in ImageNet being repurposed for CIFAR-10. A natural questionis whether such reprogramming is feasible across any task for neural networks a positive answer would have significantimpact both on wider applicability of ANNs, but also require rethinking their security. We attempt for the first timereprogramming across domains, repurposing a text classifier to an image classifier, using a recurrent neural network aprototypical example of a Turing universal network.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2dz4z9xv", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Proca", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Andrzej", "middle_name": "", "last_name": "Banburski", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tomaso", "middle_name": "", "last_name": "Poggio", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30044/galley/19898/download/" } ] }, { "pk": 30177, "title": "Cross-linguistic investigation of the representations underlying pronoun choice", "subtitle": null, "abstract": "When making a reference, speakers must choose between nouns and pronouns. At what level of representation do speakersmake such a choice? The non-linguistic competition account predicts that the choice of using a pronoun occurs at thenon-linguistic level, so speakers should use fewer pronouns when the potential referents compete more strongly at thenon-linguistic level. By contrast, the linguistic competition account predicts that the pronoun choice occurs at the lexicallevel; speakers should use fewer pronouns when the potential antecedents are semantically or phonologically more similar.We show that regardless of whether the selection of a pronoun requires access to the antecedent (French pronouns) ornot (English pronouns, Italian null pronouns), speakers use fewer pronouns and more repeated nouns when the referentialcandidates compete more strongly in the non-linguistic context, whilst the similarities of their linguistic antecedents playno role. The finding provide support for the non-linguistic competition account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers accepted as Posters, appearing in proceedings only (abstract-only publication)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7f4941p9", "frozenauthors": [ { "first_name": "Kumiko", "middle_name": "", "last_name": "Fukumura", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Coralie", "middle_name": "", "last_name": "Herv", "name_suffix": "", "institution": "ESPE Lille Nord de France", "department": "" }, { "first_name": "Sandra", "middle_name": "", "last_name": "Villata", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Francesca", "middle_name": "", "last_name": "Foppolo", "name_suffix": "", "institution": "University of Milano Biccoca", "department": "" }, { "first_name": "F.-Xavier", "middle_name": "", "last_name": "Alario", "name_suffix": "", "institution": "Aix-Marseille Universite", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30177/galley/20031/download/" } ] }, { "pk": 30031, "title": "Cross-modal ratio abstraction in children", "subtitle": null, "abstract": "In two experiments, we tested whether pre-schoolers can extract proportional information in the auditory modality andmatch it to a visual display. We familiarized 240 4-, 5-, and 6-year-olds to a 2-minute stream of dog barks and frog croaksin a 4:1 ratio. In a forced-choice paradigm, we then presented a visual display of dogs and frogs (varying total number ofobjects in the display) in the target 4:1 ratio, against comparison ratios of 1:4, 2:1, 1:1, and 6:1. Children correctly chosethe matching 4:1 visual display over the 1:4 and 6:1 displays at above-chance rates regardless of absolute number, but onlyshowed a significant preference for the 4:1 display over 2:1 and 1:1 displays when the number of objects in the displaywas large. These findings provide preliminary support for cross-modal ratio abstraction in preschoolers and suggest thatthe absolute number of items in a display impacts childrens performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7th1j8w6", "frozenauthors": [ { "first_name": "Reem", "middle_name": "", "last_name": "Tawfik", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Katherine", "middle_name": "", "last_name": "White", "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": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30031/galley/19885/download/" } ] }, { "pk": 29418, "title": "Crowdsourcing to Analyze Belief Systems Underlying Social Issues", "subtitle": null, "abstract": "People’s beliefs and attitudes about social and scientificissues, such as capital punishment and climate change, appearto form complex but generally coherent networks.Understanding the nature of these networks is a prerequisitefor designing interventions for changing beliefs on the basisof rational arguments and evidence. It is therefore importantto develop methods to represent and analyze the form andnature of belief networks, which may not be explicitlyverbalizable. Adopting an emerging approach that utilizescrowdsourcing to develop educational interventions, wemined discussions from the Reddit forum Change My View todetermine which beliefs and types of information underliepeople’s attitudes about capital punishment. By combiningcomputational analyses based on a topic model with morequalitative assessments of the extracted topics, we found thatmoral arguments are more prevalent than statistical ordata-based arguments. The present study serves as a test casefor the open sourced software crowdpy, a Python toolkit forrunning naturalistic studies on the web, which will enableother researchers to use crowdsourcing in their research. Thisapproach sets the stage for research exploring potentialinterventions to change people’s beliefs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "crowdsourcing" }, { "word": "digital field studies" }, { "word": "beliefnetworks" }, { "word": "attitude change" } ], "section": "Emotions and Beliefs", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58d144b1", "frozenauthors": [ { "first_name": "J.", "middle_name": "Hunter", "last_name": "Priniski", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Keith", "middle_name": "J.", "last_name": "Holyoak", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29418/galley/19278/download/" } ] }, { "pk": 29990, "title": "Culturally-Constructed Beliefs About Physical and Mental Illness", "subtitle": null, "abstract": "We explored Asian- and Caucasian-American adults beliefs about illness, investigating whether conceptions of mentaland physical illness reflect the Western biomedical framework and an energy-healing practice grounded in traditionalChinese medicine. For physical illnesses (i.e., cold/flu and cancer), White young adults primarily cited biomedical causes,while Asian young adults and older energy believers often cited alternative causes, X2(4, N=27)=19.06, p¡.01. Whenasked about treatment and prevention, the energy believers continued to endorse alternative approaches, but both whiteand Asian young adults focused on biomedical approaches, X2(4, N=27)¿22.99, ps¡.0001. For mental illnesses (i.e.,depression and anxiety), the energy believers continued to endorse the alternative framework, while White and Asianyoung adults responses were more distributed between biomedical and alternative methods. These results suggest thatmental models of illness are shaped by cultural beliefs, and conflicting beliefs may coexist within young adults who arebeing enculturated in a new framework.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36g2116h", "frozenauthors": [ { "first_name": "Samantha", "middle_name": "", "last_name": "McCann", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Florencia", "middle_name": "", "last_name": "Anggoro", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29990/galley/19844/download/" } ] }, { "pk": 29448, "title": "Data Foraging: Spatiotemporal Data Collection Decisions in Disciplinary FieldScience", "subtitle": null, "abstract": "Field scientists collect data in a noisy heterogeneous environment, where the value of additional data for characterizingthe natural system is weighed against the time and money involved in data collection. This is analogous to foraging forfood data is the resource and its collection can be optimized based on energy costs. Here we conduct a novel simulateddata foraging study to elucidate how spatiotemporal data collection decisions are made in field sciences, and how search isadapted in response to in-situ data. Expert geoscientists were asked to evaluate a hypothesis by collecting environmentaldata using a mobile robot. At any point, participants were able to stop the robot and change their search strategy ormake a conclusion about the hypothesis. We identified previously unrecognized spatiotemporal reasoning heuristics, towhich scientists strongly anchored, displaying limited adaptation in response to new data. We analyzed two key decisionfactors: variable-space coverage, and fitting error to a given hypothesis. We found that, despite varied search strategies, themajority of scientists made a conclusion as the fitting error converged. Scientists who made premature conclusions, eitherdue to insufficient variable-space coverage or before the fitting error stabilized, were more prone to incorrect conclusions.We believe the findings from this study could be used to improve field science training in data foraging, and aid in thedevelopment of technologies to support data collection decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Spatial Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wj969w9", "frozenauthors": [ { "first_name": "Cristina", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Feifei", "middle_name": "", "last_name": "Qian", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Doug", "middle_name": "", "last_name": "Jerolmack", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Shipley", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Sonia", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Ham", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Koditschek", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29448/galley/19308/download/" } ] }, { "pk": 30138, "title": "Decentering Cognition", "subtitle": null, "abstract": "The neocortex figures importantly in human cognition, but it isnot the only locus of cognitive activities or even at the top of ahierarchy of cognitive processing areas in the central nervoussystem. Moreover, the form of information processingemployed in the neocortex is not representative of informationprocessing elsewhere in the nervous system. In this paper, wearticulate and argue against cortico-centrism in cognitivescience, contending instead that the nervous system constitutesa heterarchical network of diverse types of informationprocessing systems. To press this perspective, we examineneural information processing in both non-vertebrates andvertebrates, including examples of cognitive processing in thevertebrate hypothalamus and basal ganglia.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "basal ganglia; cortico-centrism; heterarchicalorganization; hypothalamus; neuromodulators; neuropeptides" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gm3p6qr", "frozenauthors": [ { "first_name": "William", "middle_name": "", "last_name": "Bechtel", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Linus", "middle_name": "T.", "last_name": "Huang", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30138/galley/19992/download/" } ] }, { "pk": 29780, "title": "Decision-Making Under Uncertain Circumstances in Borderline PersonalityDisorder (BPD) Patients", "subtitle": null, "abstract": "Existing research has developed a working understanding of borderline personality disorder (BPD) patient traits and behav-ior in everyday life, but the subtleties of their cognitive processes during decision-making remains unclear. To understandhow reliance on previous experiences (priors) versus current sensory information (likelihoods) in the decision-makingprocess may differ for those with BPD in comparison to those within neuro-typical population, we implemented a coin-catching behavioral task with varying levels of prior and likelihood uncertainty. We hypothesized that, in accordance totypical BPD characteristics, BPD patients will rely significantly more on likelihood information even when likelihoodinformation is more unreliable than prior information. Analyzing the results using Bayesian statistics, we found evidencesuggesting that both the BPD patient group and the neuro-typical control group utilized prior and likelihood informa-tion similarly in decision-making. We theorize that BPD characteristics that are prominent in social interactions may notexactly replicate in non-social settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8jk0n3xk", "frozenauthors": [ { "first_name": "Mathi", "middle_name": "", "last_name": "Manavalan", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "XIN", "middle_name": "", "last_name": "SONG", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" }, { "first_name": "Iris", "middle_name": "", "last_name": "Vilares", "name_suffix": "", "institution": "University of Minnesota-Twin Cities", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29780/galley/19634/download/" } ] }, { "pk": 29934, "title": "Decision-Making Under Uncertainty in Major Depression Patients", "subtitle": null, "abstract": "Substantial evidence has suggested that major depression is associated with a dysregulated dopamine system, which playsa pivotal role in decision-making under uncertainty. Previous research has proposed that dopamine enhances the weightgiven to current sensory information (sensory weight) versus prior beliefs, yet how much this relationship holds true indepression remains a topic under debate. To examine whether depression patients have decreased sensory weight dueto disturbed dopaminergic neurotransmissions, we used a visual coin-catching task in which uncertainty in both priorand sensory information varied. Decision-making strategies during the task were modeled by Bayesian statistics. Ourresults supported that depression patients preserved the ability to learn both prior and sensory information uncertainty,comparable to healthy controls. In contrast to our prediction, depression patients did not show decreased reliance onsensory information compared to controls, suggesting that depression does not induce a universal alteration in decision-making strategies under uncertainty. Our study provides empirical evidence that depression does not always show deficitsin uncertainty processing regardless of its correlation with dopamine dysregulations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93b8q7x6", "frozenauthors": [ { "first_name": "XIN", "middle_name": "", "last_name": "SONG", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Mathi", "middle_name": "", "last_name": "Manavalan", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Iris", "middle_name": "", "last_name": "Vilares", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29934/galley/19788/download/" } ] }, { "pk": 29519, "title": "Decoding Eye Movements in Cross-Situational Word Learning via TensorComponent Analysis", "subtitle": null, "abstract": "Statistical learning is an active process wherein information isactively selected from the learning environment. As currentinformation is integrated with existing knowledge, it shapesattention in subsequent learning, placing biases on which newinformation will be sampled. One statistical learning task thathas been studied recently is cross-situational word learning(CSL). In CSL, statistical learners are able to learn the cor-rect mappings between novel visual objects and spoken labelsafter watching sequences where the two are paired togetherin referentially ambiguous contexts. In the present paper, weuse a computational method called Tensor Component Analy-sis (TCA) to analyze real-time gaze data collected from a set ofCSL studies. We applied TCA to learners’ gaze data in orderto derive latent variables related to real-time statistical learningand to examine how selective attention is organized in time.Our method allows us to address two specific questions: a) thesimilarity in attention behavior across strong vs. weak learn-ers as well as across learned vs. not-learned items and b) howthe structure of attention relates to word learning. We mea-sured learners’ knowledge of label-object pairs at the end of atraining session, and show that their real-time gaze data can beused to predict item-level learning outcomes as well as decodepretrained item knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-situational word learning" }, { "word": "factor decompo-sition" }, { "word": "selective attention" }, { "word": "statistical word learning" } ], "section": "Word Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5053n9p3", "frozenauthors": [ { "first_name": "Andrei", "middle_name": "", "last_name": "Amatuni", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29519/galley/19379/download/" } ] }, { "pk": 29814, "title": "Deep daxes: Mutual exclusivity arises through both learning biases and pragmaticstrategies in neural networks", "subtitle": null, "abstract": "Children’s tendency to associate novel words with novel refer-ents has been taken to reflect a bias toward mutual exclusivity.This tendency may be advantageous both as (1) an ad-hoc ref-erent selection heuristic to single out referents lacking a labeland as (2) an organizing principle of lexical acquisition. Thispaper investigates under which circumstances cross-situationalneural models can come to exhibit analogous behavior to chil-dren, focusing on these two possibilities and their interaction.To this end, we evaluate neural networks’ on both symbolicdata and, as a first, on large-scale image data. We find thatconstraints in both learning and selection can foster mutual ex-clusivity, as long as they put words in competition for lexi-cal meaning. For computational models, these findings clarifythe role of available options for better performance in taskswhere mutual exclusivity is advantageous. For cognitive re-search, they highlight latent interactions between word learn-ing, referent selection mechanisms, and the structure of stimuliof varying complexity: symbolic and visual.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "neural networks; mutual exclusivity; acquisition;pragmatics; learning biases; lexical meaning; referent selec-tion" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17v3f7p8", "frozenauthors": [ { "first_name": "Kristina", "middle_name": "", "last_name": "Gulordava", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Brochhagen", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" }, { "first_name": "Gemma", "middle_name": "", "last_name": "Boleda", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29814/galley/19668/download/" } ] }, { "pk": 30084, "title": "Describing and Comprehending Change in Quantitative Information", "subtitle": null, "abstract": "We investigate how people understand English text that describes changes in a numeric quantity over time. We hypothesizethat people find it easier to comprehend text that specifies the starting quantity and ending quantity in chronological order,in contrast to how some news media tend to report this type of information, stating the ending quantity first, presumablybecause the ending quantity is the ”news”. Our hypothesis is that it is more difficult for readers to comprehend a sentencepresenting quantities in reverse chronological order, requiring more processing time by the reader and leading to reducedaccuracy in answering follow-up questions about the quantities. The results of an experiment supported the hypothesis.This finding has theoretical implications for models of text comprehension, and practical implications for how to commu-nicate technical material in newspapers, educational texts teaching or requiring the use of quantitative information, andtests and assessments based on reading passages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92f3d04t", "frozenauthors": [ { "first_name": "Jie", "middle_name": "", "last_name": "Gao", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "James", "middle_name": "E.", "last_name": "Corter", "name_suffix": "", "institution": "Columbia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30084/galley/19938/download/" } ] }, { "pk": 30076, "title": "Designing Referential Descriptions for Children, Young Adults, and Computers: A\nComprehensive Examination of Talker Informativity", "subtitle": null, "abstract": "Research on referential communication has explored talkers’\nability to tailor descriptions for the current context. The present\nstudy examines this issue alongside talker adaptations for\ndifferent addressees. Participants were asked to provide a\nchild, adult, or computer with instructions to select and move\nobjects on a display. Each target object was either unique or\naccompanied by a same-category competitor. Targets in the\nlatter condition could be differentiated with either a modifier\nor subordinate term. In addition to examining speech onset\nlatencies, we analyzed referential descriptions for\ninformational adequacy (just enough, underinformative,\noverinformative), noun type (basic-level or subordinate), and\nincidence/type of modifiers. The most noticeable effects were\nobserved when addressing children, with participants using\nmore basic terms and more modifiers (particularly color).\nThese results reveal the spontaneous adaptation of referential\nstrategies according to audience type, providing evidence for\nmodels of language in which speakers actively consider\naddressees' needs and cognitive abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "referential communication; audience design;\ninformativity" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hq7x0wn", "frozenauthors": [ { "first_name": "Julie", "middle_name": "", "last_name": "Bannon", "name_suffix": "", "institution": "McMaster University", "department": "" }, { "first_name": "Raheleh", "middle_name": "", "last_name": "Saryazdi", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Craig", "middle_name": "G.", "last_name": "Chambers", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30076/galley/19930/download/" } ] }, { "pk": 29487, "title": "Detecting social information in a dense database of infants natural visual experience", "subtitle": null, "abstract": "The faces and hands of caregivers and other social partners offer a rich source of social and causal information thatmay be critical for infants cognitive and linguistic development. Previous work using manual annotation strategies andcross-sectional data has found systematic changes in the proportion of faces and hands in the egocentric perspective ofyoung infants. Here, we examine the prevalence of faces and hands in a longitudinal collection of nearly 1700 headcamvideos collected from three children along a span of 6 to 32 months of agethe SAYCam dataset (Sullivan, Mei, Perfors,Wojcik, & Frank, under review). To analyze these naturalistic infant egocentric videos, we first validated the use of amodern convolutional neural network of pose detection (OpenPose) for the detection of faces and hands. We then appliedthis model to the entire dataset, and found a higher proportion of hands in view than previous reported and a moderatedecrease the proportion of faces in childrens view across age. In addition, we found variability in the proportion offaces/hands viewed by different children in different locations (e.g., living room vs. kitchen), suggesting that individualactivity contexts may shape the social information that infants experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Social Inference", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/721034v1", "frozenauthors": [ { "first_name": "Bria", "middle_name": "", "last_name": "Long", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Ketan", "middle_name": "", "last_name": "Agrawal", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29487/galley/19347/download/" } ] }, { "pk": 30146, "title": "Determinantal Point Processes for Memory and Structured Inference", "subtitle": null, "abstract": "Determinantal Point Processes (DPPs) are probabilisticmodels of repulsion, capturing negative dependenciesbetween states. Here, we show that a DPP inrepresentation-space predicts inferential biases towardmutual exclusivity commonly observed in word learning(mutual exclusivity bias) and reasoning (disjunctivesyllogism) tasks. It does so without requiring explicitrule representations, without supervision, and withoutexplicit knowledge transfer. The DPP attempts tomaximize the total ”volume” spanned by the set ofinferred code-vectors. In a representational system inwhich combinatorial codes are constructed by re-usingcomponents, a DPP will naturally favor the combinationof previously un-used components. We suggest thatthis bias toward the selection of volume-maximizingcombinations may exist to promote the efficient retrievalof individuals from memory. In support of this, we showthe same algorithm implements efficient ”hashing”,minimizing collisions between key/value pairs withoutexpanding the required storage space. We suggestthat the mechanisms that promote efficient memorysearch may also underlie cognitive biases in structuredinference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mutual exclusivity; determinantal point process;memory; binding; compositionality; probabilistic models" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0rx7s5dp", "frozenauthors": [ { "first_name": "Steven", "middle_name": "M.", "last_name": "Frankland", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30146/galley/20000/download/" } ] }, { "pk": 29703, "title": "Devaluation of Unchosen Options: A Bayesian Account of the Provenance andMaintenance of Overly Optimistic Expectations", "subtitle": null, "abstract": "Humans frequently overestimate the likelihood of desirableevents while underestimating the likelihood of undesirableones: a phenomenon known as unrealistic optimism. Previ-ously, it was suggested that unrealistic optimism arises fromasymmetric belief updating, with a relatively reduced codingof undesirable information. Prior studies have shown that areinforcement learning (RL) model with asymmetric learningrates (greater for a positive prediction error than a negativeprediction error) could account for unrealistic optimism in abandit task, in particular the tendency of human subjects topersistently choosing a single option when there are multi-ple equally good options. Here, we propose an alternativeexplanation of such persistent behavior, by modeling humanbehavior using a Bayesian hidden Markov model, the Dy-namic Belief Model (DBM). We find that DBM captures hu-man choice behavior better than the previously proposed asym-metric RL model. Whereas asymmetric RL attains a measureof optimism by giving better-than-expected outcomes higherlearning weights compared to worse-than-expected outcomes,DBM does so by progressively devaluing the unchosen op-tions, thus placing a greater emphasis on choice history inde-pendent of reward outcome (e.g. an oft-chosen option mightcontinue to be preferred even if it has not been particularly re-warding), which has broadly been shown to underlie sequentialeffects in a variety of behavioral settings. Moreover, previouswork showed that the devaluation of unchosen options in DBMhelps to compensate for a default assumption of environmentalnon-stationarity, thus allowing the decision-maker to both bemore adaptive in changing environments and still obtain near-optimal performance in stationary environments. Thus, thecurrent work suggests both a novel rationale and mechanismfor persistent behavior in bandit tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "unrealistic optimism; decision making; multi-armed bandit; reinforcement learning; Bayesian modeling" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4jj2g5w1", "frozenauthors": [ { "first_name": "Corey", "middle_name": "Yishan", "last_name": "Zhou", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Dalin", "middle_name": "", "last_name": "Guo", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Angela", "middle_name": "J.", "last_name": "Yu", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29703/galley/19560/download/" } ] }, { "pk": 29875, "title": "Developmental Changes in Children’s Categorization of Facial Cues of Emotion", "subtitle": null, "abstract": "How do children learn to categorize the facial configurations classically believed to represent basic emotions? Many stud-ies have examined when children are able to perceptually discriminate between emotional facial expressions and whenchildren are able to verbally label these expressions. However, while these studies provide important information aboutthe timeline of emotional development, they give less information about the nature of childrens category representationsfor different facial configurations. For instance, emotion concepts may emerge from childrens perceptions of facial con-figurations along the dimensions of valence and arousal. To evaluate how 3- to 7-year-old children categorize emotionconcepts, we had them sort facial configurations on a grid based on whether the people were feeling the same kind ofthing. We found that while both children and adults consistently sorted faces according to the dimensions of valence andarousal, sorting faces using discrete emotion categories emerged only gradually across development, with children notdemonstrating consistent use of emotion categories until approximately 5- to 6- years of age.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kf724v6", "frozenauthors": [ { "first_name": "Kristina", "middle_name": "", "last_name": "Woodard", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Zettersten", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Seth", "middle_name": "D", "last_name": "Pollak", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29875/galley/19729/download/" } ] }, { "pk": 29928, "title": "Developmental Differences in Information Sampling Effort", "subtitle": null, "abstract": "Adolescence is marked by increased risky decisions. Making better decisions typically requires obtaining more informa-tion relevant to that decision. Adolescents may be especially tolerant of uncertainty when making decisions or averseto the effort needed to obtain more information. We had adolescents and adults complete an effort-based informationsampling task, in which participants could sample information until deciding that the evidence obtained was sufficientfor responding. Effort was manipulated by varying the number of mouse clicks required to sample information acrosstrials. Surprisingly, adolescents sampled more than adults prior to responding at low effort and continued to sample moreeven as effort requirements increased. Computational modeling indicated that adolescents and adults used simple heuris-tics to decide between sampling more or responding but that adolescents sought a higher evidence threshold than adults.Adolescents may seek more information and be less averse to effort costs in information sampling compared with adults.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hk4q094", "frozenauthors": [ { "first_name": "Jesse", "middle_name": "", "last_name": "Niebaum", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Anne-wil", "middle_name": "", "last_name": "Kramer", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Hilda", "middle_name": "", "last_name": "Huizenga", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Wouter", "middle_name": "", "last_name": "van den Bos", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29928/galley/19782/download/" } ] }, { "pk": 29802, "title": "Diagnosing pervasive issues with parameter estimation", "subtitle": null, "abstract": "We explore structural issues with parameter estimation fornon-linear cognitive models: Some parameter values are eas-ier to recover than others, and the recoverability of differentparameters interacts in systematic ways. We propose methodsfor researchers to anticipate and visualize and these issues, andthe systematic ways they differ across experimental designs.Our approach consists of assessing how changes in parame-ter values translate into changes in behavioral predictions, anddevelop measurements of the relative responsiveness of predic-tions to parameter values. We demonstrate application of ourapproach to cumulative prospect theory (CPT), a widely-usedmodel of risky decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision-making; prospect theory; parameter esti-mation" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ps1g7sd", "frozenauthors": [ { "first_name": "Sabina", "middle_name": "J.", "last_name": "Sloman", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Stephen", "middle_name": "B.", "last_name": "Broomel", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Kusuma", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29802/galley/19656/download/" } ] }, { "pk": 29995, "title": "Differences in Implicit vs. Explicit Grammar Processing as Revealed byHierarchical Weibull Modeling of Reaction Times", "subtitle": null, "abstract": "Artificial language studies using reaction time-based measures have suggested grammar learning even in participants with-out awareness of underlying grammatical rules (Leung & Williams, 2011; Batterink, Reber, & Paller, 2014). However,traditional linear analyses of reaction times might not capture qualitative differences between participants with/withoutconscious rule awareness (Rouder, Lu, Speckman, Sun & Jiang, 2005; Rousselet & Wilcox, in press). In a partial repli-cation of one study (Batterink et al., 2014), participants were exposed to pseudoword articles that were predictive of anaccompanying English noun’s living/non-living status. Linear analyses showed that both rule-aware and rule-unaware par-ticipants exhibited slowdowns to rule-violating trials, indicating grammar learning. Hierarchical Weibull distribution anal-yses suggested that rule-unaware and rule-aware participants differed in the underlying cognitive mechanisms involved:rule-violating trials affected the processing architecture for both groups but only affected processing speed for rule-awareparticipants. These results illustrate the potential of yet-underused distribution-modeling approaches for second languagepsycholinguistics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5ft5c4wf", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Abugaber", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29995/galley/19849/download/" } ] }, { "pk": 29911, "title": "Differential Effect of Blocked and Interleaved Study on Category Learningby Classification and Inference", "subtitle": null, "abstract": "Previous research has indicated that the way of learning and thesequence of study influence how we learn and representcategories. However, most studies have focused onclassification learning and it has been rarely studied howlearning sequence influences inference learning. The currentstudy attempted to address this issue. Participants learned fourcategories by classification or inference in both blocked andinterleaved sequence. Then participants completed a transfertask and a feature prediction task. Results showed thatclassification learners encoded characteristic features andformed similarity-based representations in the blocked study,whereas in the interleaved study, they encoded deterministicfeatures and formed rule-based representations. In contrast, forinference learners, the blocked and interleaved study changedtheir learning and representation in the same direction. In bothsequences, inference learners encoded deterministic featuresand formed rule-based representations. These results suggestthat different mechanisms are likely to be involved forinference and classification learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; sequence of study; inference;classification; attention; representation; human experiments" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4jt9z4r0", "frozenauthors": [ { "first_name": "Yinjie", "middle_name": "", "last_name": "Yao", "name_suffix": "", "institution": "University of Macau", "department": "" }, { "first_name": "Sophia", "middle_name": "W.", "last_name": "Deng", "name_suffix": "", "institution": "University of Macau", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29911/galley/19765/download/" } ] }, { "pk": 30013, "title": "Differential Modulation Effects of Music Expertise on English and ChineseSentence Reading", "subtitle": null, "abstract": "Here we tested the hypothesis that music expertise modulates different aspects of language processing across differentlanguages, depending on the similarities of the cognitive processes involved. Chinese-English bilingual musicians and non-musicians read legal and semantically/syntactically incorrect sentences in both English and Chinese. In English reading,musicians showed higher sensitivity to linguistic irregularities than non-musicians as reflected in longer reading time andmore dispersed eye movements when reading semantically/syntactically incorrect than legal sentences. In Chinese reading,musicians higher sensitivity was reflected only in reading time but not in eye movement behavior. Thus, music expertisemodulated linguistic regularity processing in both English and Chinese reading, but modulated perceptual processes/eyemovement behavior only in English reading, which shared similar perceptual demands as music notation reading, i.e.,sequential symbol strings separated by spaces. Thus, transfer effects across expertise domains can happen at differentcognitive processing levels, depending on the similarities of the processes involved.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bx8p613", "frozenauthors": [ { "first_name": "Weiyan", "middle_name": "", "last_name": "Liao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Sara", "middle_name": "Tze Kwan", "last_name": "Li", "name_suffix": "", "institution": "The Open University of Hong Kong", "department": "" }, { "first_name": "Yuke", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30013/galley/19867/download/" } ] }, { "pk": 30124, "title": "Dipole sources localization of alpha activity in EEG neurofeedback training.", "subtitle": null, "abstract": "The neurofeedback training-induced alpha activity have been observed over widespread brain regions on topographicelectroencephalogram analysis. However, the generation mechanism of the alpha activity has not been clarified yet. Thepresent study was aimed to identify sources of the alpha activity through four different temporal/spectral analytic tech-niques, i.e., max peak average, positive average, negative average and event-related spectral perturbation average methods.Twenty participants were trained through 12 sessions by receiving feedback of alpha amplitude and showed significantalpha amplitude increment. The alpha activities were averaged through four different methods for dipole source analysis.Similar results from four methods showed that the sources of the alpha activity clustered in precuneus, posterior cingulatecortex and middle temporal gyrus. Our findings indicated that alpha activity is trainable through our NFT protocol. Thethree brain regions play important roles for enhancing the training-induced alpha activity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3g78c2wn", "frozenauthors": [ { "first_name": "Jen-Jui", "middle_name": "", "last_name": "Hsueh", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Fu-Zen", "middle_name": "", "last_name": "Shaw", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30124/galley/19978/download/" } ] }, { "pk": 30054, "title": "Directional biases in durative inference", "subtitle": null, "abstract": "Descriptions of durational relations can be ambiguous, e.g., thedescription ‘two different meetings happened at the same time’could mean that one meeting started before the other ended, orit could mean that the meetings both started and endedsimultaneously. A recent theory posits that people mentallysimulate events with durations by representing the starts andends of events along a chronological axis (Khemlani et al.,2015). To draw conclusions from this durational mental model,reasoners consciously scan it in the direction of earlier timepoints to later time points. The account predicts that peopleshould prefer descriptions that are congruent with achronological scanning procedure, e.g., descriptions thatmention the starts of events before the ends of events. Twoexperiments corroborate the prediction, and show thatchronological biases in temporal reasoning manifest in caseswhen reasoners consciously evaluate the durations of events.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "events" }, { "word": "temporal reasoning" }, { "word": "durational relations" }, { "word": "mental models" }, { "word": "Mental timeline" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/32j1b0c0", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30054/galley/19908/download/" } ] }, { "pk": 29914, "title": "Discovering Conceptual Hierarchy Through Explicit and Implicit Cues inChild-Directed Speech", "subtitle": null, "abstract": "n order for children to understand and reason about the worldin a mature fashion, they need to learn that conceptual cate-gories are organized in a hierarchical fashion (e.g., a dog isalso an animal). The caregiver linguistic input can play an im-portant role in this learning, and previous studies have doc-umented several cues in parental talk that can help childrenlearn a conceptual hierarchy. However, these previous studiesused different datasets and methods which made difficult thesystematic comparison of these cues and the study of their rel-ative contribution. Here, we use a large-scale corpus of child-directed speech and a classification-based evaluation methodwhich allowed us to investigate, within the same framework,various cues that varied in their degree of explicitness. Wefound the most explicit cues to be too sparse or too noisy tosupport robust learning (though part of the noise may be dueto imperfect operationalization). In contrast, the implicit cuesoffered, overall, a reliable source of information. Our workconfirms the utility of caregiver talk for conveying conceptualinformation. It provides a stepping stone towards a cognitivemodel that would use this information in a principled way,leading to testable predictions about children’s conceptual de-velopment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Conceptual learning" }, { "word": "conceptual hierarchy" }, { "word": "child-directed speech" }, { "word": "language and cognition" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2dj3n6vn", "frozenauthors": [ { "first_name": "Abdellah", "middle_name": "", "last_name": "Fourtassi", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Kyra", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29914/galley/19768/download/" } ] }, { "pk": 29869, "title": "Disentangling Generativity in Visual Cognition", "subtitle": null, "abstract": "Human knowledge is generative: from everyday learning people extract latent features that can recombine to producenew imagined forms. This ability is critical to cognition, but its computational bases remain elusive. Recent researchwith -regularized Variational Autoencoders (-VAE) suggests that generativity in visual cognition may depend on learningdisentangled (localist) feature representations. We tested this proposal by training -VAEs and standard autoencoders toreconstruct bitmaps showing a single object varying in shape, size, location, and color, and manipulating hyperparame-ters to produce differentially-entangled feature representations. These models showed variable generativity, with somestandard autoencoders capable of near-perfect reconstruction of 43 trillion images after training on just 2000. However,constrained -VAEs were unable to reconstruct images reflecting feature combinations which were systematically withheldduring training (e.g. all blue circles). Thus, deep auto-encoders may provide a promising tool for understanding visualgenerativity and potentially other aspects of visual cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5nd9k6hw", "frozenauthors": [ { "first_name": "Declan", "middle_name": "", "last_name": "Campbell", "name_suffix": "", "institution": "University of Wisconsin – Madison", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Rogers", "name_suffix": "", "institution": "University of Wisconsin – Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29869/galley/19723/download/" } ] }, { "pk": 30213, "title": "Disguising self-esteem caused changes in academic achievements differently forboys and girls in Japanese junior high school.", "subtitle": null, "abstract": "Japanese youth (13-29 years old) showed lower self-esteem than other countries in the recent survey. The proportions ofthose who agreed to the statements I have my own unique strengths were 62.3% of Japanese, while 91.4% of Germany,91.2% USA, and 90.6% France (Japanese Government Cabinet Office, 2019). We assumed that Japanese youth mighthave disguised their self-esteem. To examine the hypothesis, we assessed the self-esteem of 159 Japanese junior highschool students implicitly and explicitly with a paper-based IAT and a questionnaire. As expected, we found 26.4% ofthe students having disguised self-esteem: They performed positively on the IAT while they answered negatively on thesurvey. We further examined the relationships of the disguises of self-esteem and the longitudinal changes in academicachievement. The results were different for boys and girls; disguising boys raised their academic performances six monthslater while disguising girls lowered their performances one year then.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9505030v", "frozenauthors": [ { "first_name": "Akitoshi", "middle_name": "", "last_name": "Uchida", "name_suffix": "", "institution": "Kohoku Junior High School", "department": "" }, { "first_name": "Kazuo", "middle_name": "", "last_name": "Mori", "name_suffix": "", "institution": "Matsumoto University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30213/galley/20067/download/" } ] }, { "pk": 29885, "title": "Dissociable influences of reward and punishment on adaptive cognitive control", "subtitle": null, "abstract": "When deciding how to allocate cognitive control to a giventask, people must consider both positive outcomes (e.g.,praise) and negative outcomes (e.g., admonishment). How-ever, it is unclear how these two forms of incentives differen-tially influence the amount and type of cognitive control a per-son chooses to allocate. To address this question, we had par-ticipants perform a self-paced incentivized cognitive controltask, varying the magnitude of reward for a correct responseand punishment for an incorrect response. Formalizing controlallocation as a process of adjusting parameters of a drift diffu-sion model (DDM), we show that participants engaged in dif-ferent strategies in response to variability in reward (adjustingdrift rate) versus punishment (adjusting response threshold).We demonstrate that this divergent set of strategies is optimalfor maximizing reward rate while minimizing effort costs. Fi-nally, we show that these dissociable patterns of behavior en-able us to estimate the motivational salience of positive versusnegative incentives for a given individual.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive control; reward; punishment; decision-making; drift diffusion model" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cw779bn", "frozenauthors": [ { "first_name": "Xiamin", "middle_name": "", "last_name": "Leng", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Harrison", "middle_name": "", "last_name": "Ritz", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Debbie", "middle_name": "", "last_name": "Yee", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Amitai", "middle_name": "", "last_name": "Shenhav", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29885/galley/19739/download/" } ] }, { "pk": 29356, "title": "Dissociable systems for recognizing places and navigating through them:neuropsychological and developmental evidence", "subtitle": null, "abstract": "Recent neuroimaging evidence suggests that scene processing depends on dissociable systems for visually-guided navi-gation (including the occipital place area, OPA) and scene categorization (including the parahippocampal place area). Ifthese systems are truly dissociable, then it should be possible to find cases in which one system is impaired, while theother is spared. Further, if dissociable, then these systems may develop independently. Here we tested visually-guidednavigation and scene categorization abilities in 36 adults with Williams syndrome (WS) a developmental disorder in-volving cortical thinning in and around the OPA as well as 82 typically developing 4-8 year old children. We foundthat i) WS adults are impaired in visually-guided navigation, but not scene categorization, relative to mental-age matchedchildren; and ii) visually-guided navigation matures later in typical development than scene categorization. These findingsprovide neuropsychological and developmental evidence for dissociable scene processing systems for recognizing placesand navigating through them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Neuroscience and Psychophysics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33p2n87q", "frozenauthors": [ { "first_name": "Frederik", "middle_name": "", "last_name": "Kamps", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Samaher", "middle_name": "", "last_name": "Radwan", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Wahab", "name_suffix": "", "institution": "Augusta University", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Pincus", "name_suffix": "", "institution": "Marcus Autism Center", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Dilks", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29356/galley/19217/download/" } ] }, { "pk": 30074, "title": "Dissociating adaptation to word-specific and color-specific conflict frequency in the\nStroop task", "subtitle": null, "abstract": "In the Stroop task, congruency effects are typically larger for\ncolor words presented mainly in their congruent color than for\ncolor words presented mainly in incongruent colors.\nHowever, the nature of this item-specific proportion\ncongruent (ISPC) effect is debated: It might be produced by\neither conflict-adaptation processes (e.g., focus attention to\ntask-relevant information when the word BLUE appears)\nand/or a more general contingency-learning process (e.g.,\nanticipate a green response when the word BLUE appears).\nWe re-examined the role of conflict-adaptation processes in\nthis paradigm in two experiments. In both experiments, a\nconflict-adaptation effect emerged on stimuli matched on\ncontingency. Further, in Experiment 2, we found separate\neffects of adaptation to the frequency of conflict specific to\nthe color and word dimensions of individual stimuli. These\nresults challenge the contingency-learning account of the\nISPC effect and suggest that conflict-adaptation processes in\nthis paradigm may depend on both task-relevant and task-\nirrelevant information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "item-specific proportion-congruent effect;\nconflict adaptation; Stroop; contingency learning" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49q6x501", "frozenauthors": [ { "first_name": "Giacomo", "middle_name": "", "last_name": "Spinelli", "name_suffix": "", "institution": "University of Western Ontario", "department": "" }, { "first_name": "Stephen", "middle_name": "J.", "last_name": "Lupker", "name_suffix": "", "institution": "University of Western Ontario", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30074/galley/19928/download/" } ] }, { "pk": 29366, "title": "Distinguishing Fact from Opinion: Effects of Linguistic Packaging", "subtitle": null, "abstract": "During language comprehension, what guides how wedistinguish between objective facts and subjective opinions?Our three experiments investigate whether people’s ability todetect subjective content – which we indicated by means ofopinion-conveying adjectives (e.g. amazing, frustrating) – ismodulated by the adjective’s structural position. Our resultsindicate that altering the linguistic structure of a sentenceinfluences our perception of how subjective it is: Even whenthe basic information being conveyed is held constant,packaging this information in different ways elicits differentlevels of perceived subjectivity. When a subjective adjectiveoccurs in a structural position associated with newinformation, the text is rated as more subjective compared to atext that conveys the same basic information but has the sameadjective in a position associated with already-knowninformation. This suggests that the difference between factand opinion, or at least our ability to recognize opinion-basedinformation, can be distorted by linguistic packaging.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "subjectivity; language comprehension; adjectives;information structure; psycholinguistics" } ], "section": "Semantics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rb7q1hb", "frozenauthors": [ { "first_name": "Elsi", "middle_name": "", "last_name": "Kaiser", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29366/galley/19227/download/" } ] }, { "pk": 30193, "title": "Distributional Information in Speech to Children: Nouns Come First", "subtitle": null, "abstract": "One proposal for how children acquire lexical categories is on the basis of their distributional signatures. Given that thelanguage children are exposed to gradually changes as they get older, it is possible that such changes impact the qualityof distributional information, and therefore the efficiency with which lexical categories are acquired. To test this idea, wecompiled a corpus of American-English child-directed speech and ordered it by increasing age of the target child. Next,we investigated the quality of distributional cues about lexical category membership in the first and second half of theage-ordered corpus. As predicted, we found that the quality of distributional information co-varies with age of the targetchild. Specifically, we found that distributional evidence for the noun category was of higher quality in speech to youngercompared to older children. In light of these findings, we recommend that distributional accounts of lexical categoryacquisition take into consideration language change during the first six years of development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2qq1d7pq", "frozenauthors": [ { "first_name": "Philip", "middle_name": "", "last_name": "Huebner", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Willits", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30193/galley/20047/download/" } ] }, { "pk": 29851, "title": "Distributional Statistical Learning: How and How Well Can It Be Measured?", "subtitle": null, "abstract": "Individuals are readily able to extract and encode statistical\ninformation from their environment (or statistical learning).\nHowever, the bulk of the literature has primarily focused on\nconditional statistical learning (i.e. the ability to learn joint and\nconditional relationships between stimuli), and has largely\nneglected distributional statistical learning (i.e. the ability to\nlearn the frequency and variability of distributions). In this\npaper, we investigate how and how well distributional learning\ncan be measured by exploring the relationship between and\npsychometric properties of two measures: discrimination\njudgements and frequency estimates. Reliable performance\nwas observed in both measures across two different\ndistributional learning tasks (natural and artificial).\nDiscrimination judgements and frequency estimates also\nsignificantly correlated with one another in both tasks, and\nperformance on all tasks accounted for the majority of variance\nacross tasks (55%). These results suggest that distributional\nlearning can be measured reliably, and may tap into both the\nability to discriminate between relative frequencies and to\nexplicitly estimate them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning" }, { "word": "distributional learning" }, { "word": "conditional\nlearning" }, { "word": "individual differences" }, { "word": "psychometrics" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3db7n19m", "frozenauthors": [ { "first_name": "Bethany", "middle_name": "", "last_name": "Growns", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Erwin", "middle_name": "J. A. T.", "last_name": "Mattijssen", "name_suffix": "", "institution": "Radboud University Nijmegen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29851/galley/19705/download/" } ] }, { "pk": 30135, "title": "Do children preferentially mark unpredictable material? The case of optional plural\nmarking", "subtitle": null, "abstract": "Speakers tend to assign more linguistic material to less\npredictable elements. This tendency is typically explained by\na bias for an efficient trade-off between production effort and\nunderstandability and is claimed to shape linguistic structures\nacross languages. Recent work suggests this trade-off enters\nthe linguistic system through learning processes with learners\ndeviating from their input by increasing marking for less\npredictable elements. However, no study to date has tested\nwhether child learners also show such predictability-based\nmarking, an important gap seeing that children are the\nprimary learners in real-life language acquisition. A recent\nstudy showed that adults increase predictability-based\nmarking of an optional-plural marker, in line with\ncommunicative efficiency. Here, we ask if children show a\nsimilar pattern. Results show that children, unlike adults, do\nnot show an efficient trade-off in their productions. We\ndiscuss implications for the role of different language learners\non language change.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "optional morphology; artificial language learning;\nlanguage acquisition; language evolution" } ], "section": "Papers accepted as Talks, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56b3z241", "frozenauthors": [ { "first_name": "Shira", "middle_name": "", "last_name": "Tal", "name_suffix": "", "institution": "The Hebrew University of Jerusalem", "department": "" }, { "first_name": "Inbal", "middle_name": "", "last_name": "Arnon", "name_suffix": "", "institution": "The Hebrew University of Jerusalem", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30135/galley/19989/download/" } ] }, { "pk": 29704, "title": "Do Environmental Resource Distributions Affect Attentional Styles?", "subtitle": null, "abstract": "How are attentional styles and spatial search strategies related? Analytical attention is directed towards focal elements,while holistic attention is distributed over the whole field. These styles bear similarities with exploitative and exploratoryspatial search strategies, where the agent either spends more time in local resource patches or covers more of the fieldand spends less time in individual patches. Moreover, both mechanisms are affected by the statistics of the environment:diffuse resources lead to exploratory search while visual crowdedness evokes holistic attention. We hypothesize that searchstrategies and attentional styles are guided by related mechanisms. To test this, we prime people with a diffuse-resourcesforaging task (exploration) or a clumpy-resources foraging task (exploitation). Priming is followed by field-dependencytasks to measure subjects attentional styles. We predict that diffuse resources create similar effects to visual crowdedness,inducing holistic attention in subjects, as well as exploration.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51r8010x", "frozenauthors": [ { "first_name": "Gunes", "middle_name": "", "last_name": "Sonmez", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Calvin", "middle_name": "", "last_name": "Isch", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29704/galley/19561/download/" } ] }, { "pk": 30018, "title": "Does bilingual input hurt? A simulation of language discrimination and clusteringusing i-vectors", "subtitle": null, "abstract": "The language discrimination process in infants has been suc-cessfully modeled using i-vector based systems, with re-sults replicating several experimental findings. Still, recentwork found intriguing results regarding the difference betweenmonolingual and mixed-language exposure on language dis-crimination tasks. We use two carefully designed datasets,with an additional “bilingual” condition on the i-vector modelof language discrimination. Our results do not show any dif-ference in the ability of discriminating languages between thethree backgrounds, although we do replicate past observationsthat distant languages (English-Finnish) are easier to discrimi-nate than close languages (English-German). We do, however,find a strong effect of background when testing for the abilityof the learner to automatically sort sentences in language clus-ters: bilingual background being generally harder than mixedbackground (one speaker one language). Other analyses revealthat clustering is dominated by speakers information ratherthan by languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language discrimination; language diarization; i-vectors; bilingualism; speaker information" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0q4029r5", "frozenauthors": [ { "first_name": "Maureen", "middle_name": "", "last_name": "de Seyssel", "name_suffix": "", "institution": "Laboratoire de Sciences Cognitives et Psycholinguistique", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Dupoux", "name_suffix": "", "institution": "Laboratoire de Sciences Cognitives et Psycholinguistique", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30018/galley/19872/download/" } ] }, { "pk": 29537, "title": "Does Children’s Visual Attention to Objects Influence their Verb Learning?", "subtitle": null, "abstract": "Children benefit from comparing events when learning verbs, but it is unclear whether variability across events is helpfulor harmful. Additionally, no prior study has tested childrens visual attention to specific objects under different variabilityconditions. A Tobii x30-120 tracked 21/2-year-olds(n=36) and 31/2-year-olds(n=34) visual attention as they watchedevents that showed no change (control), events with varied tools (Tool condition) or events with varied affected objects(Affected Object condition) when learning a verb. Children pointed to one of two new events at test; repeated for two moreverbs. Results showed children could extend the verbs, but were more successful with age. Analyses of looking patternsin the learning phase show childrens attention to specific objects varied by condition, and that reduced looking to the toolwas linked to less success at test. Results are important to better understand processes that underlie verb learning, andlanguage development as a whole.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hg3m69f", "frozenauthors": [ { "first_name": "Jane", "middle_name": "", "last_name": "Childers", "name_suffix": "", "institution": "Trinity University", "department": "" }, { "first_name": "Bibiana", "middle_name": "", "last_name": "Cutilletta", "name_suffix": "", "institution": "Trinity University", "department": "" }, { "first_name": "Katherine", "middle_name": "", "last_name": "Capps", "name_suffix": "", "institution": "Trinity University", "department": "" }, { "first_name": "Sneh", "middle_name": "", "last_name": "Lalani", "name_suffix": "", "institution": "Trinity University", "department": "" }, { "first_name": "Priscilla", "middle_name": "", "last_name": "Tovar-Perez", "name_suffix": "", "institution": "University of Wisconsin- Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29537/galley/19397/download/" } ] }, { "pk": 29390, "title": "Does informational independence always matter? Children believe small\ngroup discussion is more accurate than ten times as many independent\ninformants", "subtitle": null, "abstract": "Learners faced with competing statements that each have\nsupport from multiple sources must decide whom to trust.\nLacking firsthand knowledge, they frequently trust the\nmajority. Yet, majorities can be misleading if most members\nare relying on hearsay from just a few members with\nfirsthand knowledge. Thus, past work has emphasized the\nimportance of informational independence when deciding\nwhom to trust, showing that children and adults do consider\ninformational independence important in certain contexts.\nHowever, because informational independence precludes\ngroup deliberation, we ask whether children make the reverse\ninference and devalue informational independence when\nfacing a problem that could benefit from deliberation. In two\nstudies, children and adults ignore informational\nindependence when attempting to answer abstract reasoning\nquestions. However, for a question type for which\ndeliberative reasoning would be of doubtful benefit, children\nand adults seek advice from multiple independent sources\nrather than a deliberative group.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "group reasoning" }, { "word": "trust in testimony" }, { "word": "development" }, { "word": "wisdom of crowds" }, { "word": "cooperative learning" } ], "section": "Language and Groups", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2q69p85v", "frozenauthors": [ { "first_name": "Emory", "middle_name": "", "last_name": "Richardson", "name_suffix": "", "institution": "Yale", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Keil", "name_suffix": "", "institution": "Yale", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29390/galley/19251/download/" } ] }, { "pk": 30046, "title": "Does looking time predict choice in domestic dogs? Examining visual attention inmans best friend", "subtitle": null, "abstract": "Dogs live in an environment built around humans dominant sense of sight. Despite millenia of co-habitation, little isknown about how dogs visually evaluate objects when making perceptual decisions, and whether they do this in a human-like manner. To explore this question, we analyzed visual attention patterns of pet dogs (N=39) in a 2-object choicetask. Two foods of unequal reward value (hotdogs and dried corn) were presented over ten trials in four experimentalconditions: i) in open palms; ii) on plates; iii) in cups; and iv) in filled jars. Dogs chose one food item per trial. We codedvisual attention measures of total looking time at each item and frequency of looks to each item from video and comparedthem with dogs subsequent item choice strategies. We discuss gazing and choice behaviour in a comparative context ofperceptual decision making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7g39k3bk", "frozenauthors": [ { "first_name": "Liyuzhi", "middle_name": "", "last_name": "Dong", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Espinosa", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30046/galley/19900/download/" } ] }, { "pk": 29831, "title": "Does Prior Knowledge influence Learners Cognitive and Metacognitive Strategiesover Time during Game-based Learning?", "subtitle": null, "abstract": "Learners ability to effectively monitor and apply cognitive (e.g., reading) and metacognitive (e.g., content evaluations)strategies in game-based learning environments (GBLEs) are influenced by internal factors such as prior knowledge. Thisstudy examined whether there were differences in learners strategy usage over time during learning with Crystal Island,a GBLE for microbiology, between high and low prior knowledge groups. Results indicated that learners with high priorknowledge had greater posttest scores, but spent less time reading. This is further influenced by relative time in gamewhere learners with high prior knowledge have greater reading durations at the start of the game, but smaller durationstowards the end compared to low prior knowledge learners. Learners’ metacognitive strategy usage did not differ betweenprior knowledge groups, but the use of this strategy increased over time. Implications for designing adaptive GBLEs fromlearners cognitive and metacognitive strategy use are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8m1919cx", "frozenauthors": [ { "first_name": "Daryn", "middle_name": "", "last_name": "Dever", "name_suffix": "", "institution": "University of Central Florida", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Cloude", "name_suffix": "", "institution": "University of Central Florida", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Azevedo", "name_suffix": "", "institution": "University of Central Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29831/galley/19685/download/" } ] }, { "pk": 29440, "title": "Does Surprisal Predict Code Comprehension Difficulty?", "subtitle": null, "abstract": "Recognition of the similarities between programming and nat-ural languages has led to a boom in the adoption of languagemodeling techniques in tools that assist developers. However,language model surprisal, which guides the training and eval-uation in many of these methods, has not been validated asa measure of cognitive difficulty for programming languagecomprehension as it has for natural language. We perform acontrolled experiment to evaluate human comprehension onfragments of source code that are meaning-equivalent but withdifferent surprisal. We find that more surprising versions ofcode take humans longer to finish answering correctly. Wealso provide practical guidelines to design future studies forcode comprehension and surprisal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Code Comprehension; Language Model Surprisal;Transformer Model" } ], "section": "Language and Meaning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/50b308j9", "frozenauthors": [ { "first_name": "Casey", "middle_name": "", "last_name": "Casalnuovo", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Prem", "middle_name": "", "last_name": "Devanbu", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Morgan", "name_suffix": "", "institution": "University of California, Davis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29440/galley/19300/download/" } ] }, { "pk": 29696, "title": "Does the effect of labels on sustained attention depend on target familiarity?", "subtitle": null, "abstract": "The ability to sustain attention on a target in the presence of distractors is critical for learning and development. Recentwork has suggested that labeling a target object facilitates childrens performance in tasks requiring attentional selection,with a proposed mechanism relying on the enhancement of the target representation in working memory. In this pre-registered study, we tested this hypothesis by examining the effect of label familiarity on sustained attention. If labelsinfluence how strongly targets are represented in working memory, then more familiar labels should show a larger benefitrelative to less familiar labels. We discuss the results in the context of theories of language and cognition, and theircontribution to understanding the mechanisms supporting the development of selective sustained attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4r23w7zt", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Keebler", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Catarina", "middle_name": "", "last_name": "Vales", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Jaeah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Tishya", "middle_name": "", "last_name": "Girdhar", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29696/galley/19553/download/" } ] }, { "pk": 29435, "title": "Does the number sense represent number?", "subtitle": null, "abstract": "On a now orthodox view, humans and many other animals areendowed with a “number sense”, or approximate number system(ANS), that represents number. Recently, this orthodox view hasbeen subject to numerous critiques, with critics maintaining eitherthat numerical content is absent altogether, or else that someprimitive analog of number (‘numerosity’) is represented as opposedto number itself. We distinguish three arguments for these claims –the arguments from congruency, confounds, and imprecision – andshow that none succeed. We then highlight positive reasons forthinking that the ANS genuinely represents numbers. The upshot isthat proponents of the orthodox view should not feel troubled byrecent critiques of their position.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "number sense; numerosity; approximate numbersystem; analog magnitude system." } ], "section": "Numerosity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1851h09x", "frozenauthors": [ { "first_name": "Sam", "middle_name": "", "last_name": "Clarke", "name_suffix": "", "institution": "York University", "department": "" }, { "first_name": "Jacob", "middle_name": "", "last_name": "Beck", "name_suffix": "", "institution": "York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29435/galley/19295/download/" } ] }, { "pk": 29607, "title": "Does time extend asymmetrically towards the past and the future? Across-cultural study", "subtitle": null, "abstract": "Is the human representation of time symmetrical or asymmetrical toward the past and the future? Some studies suggestthat we perceive the future as being closer, more attended and more valued than the past (indicating a future asymmetry).By contrast, asymmetries toward the past have been found in past-focused cultures. Yet, available evidence is still limitedand mixed. In the present work we searched for asymmetry in several temporal tasks (temporal distance, time discounting,temporal depth, and self-continuity) in a set of cultures that vary widely in their temporal focus (American, Spanish,Turkish, Chinese, Moroccan, Serbian, Bosniak and Croatian; total N=1075). The results supported an overall asymmetrytoward the future in all tasks, although it failed to be significant in most cultures when considered on their own. However,only self-continuity showed variations that can be explained by the contrast between past-focused versus future-focusedcultures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13w503ws", "frozenauthors": [ { "first_name": "Carmen", "middle_name": "", "last_name": "Callizo-Romero", "name_suffix": "", "institution": "University of Granada", "department": "" }, { "first_name": "Slavica", "middle_name": "", "last_name": "Tutnjevi", "name_suffix": "", "institution": "University of Banja-Luka", "department": "" }, { "first_name": "Maja", "middle_name": "", "last_name": "Pandza", "name_suffix": "", "institution": "University of Mostar", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Ouellet", "name_suffix": "", "institution": "University of Granada", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Kranjec", "name_suffix": "", "institution": "Duquesne University", "department": "" }, { "first_name": "Sladjana", "middle_name": "", "last_name": "Ili", "name_suffix": "", "institution": "University of Tuzla", "department": "" }, { "first_name": "Yan", "middle_name": "", "last_name": "Gu", "name_suffix": "", "institution": "UCL", "department": "" }, { "first_name": "Tilbe", "middle_name": "", "last_name": "Gksun", "name_suffix": "", "institution": "Ko University", "department": "" }, { "first_name": "Sobh", "middle_name": "", "last_name": "Chahboun", "name_suffix": "", "institution": "Queen Maud University College", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Julio", "middle_name": "", "last_name": "Santiago", "name_suffix": "", "institution": "University of Granada", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29607/galley/19466/download/" } ] }, { "pk": 30173, "title": "Does top-down information about speaker age guise influence perceptualcompensation for coarticulatory /u/-fronting?", "subtitle": null, "abstract": "The current study explores whether the top-down influence ofspeaker age guise influences patterns of compensation forcoarticulation. /u/-fronting variation in California is linked toboth phonetic and social factors: /u/ in alveolar contexts isfronter than in bilabial contexts and /u/-fronting is moreadvanced in younger speakers. We investigate whether theapparent age of the speaker, via a guise depicting a 21-year-old woman or a 55-year-old woman, influences whetherlisteners compensate for coarticulation on /u/. Listenersperformed a paired discrimination task of /u/ with a raised F2(fronted) in an alveolar consonant context (/sut/), compared tonon-fronted /u/ in a non-coronal context. Overall,discrimination was more veridical for the younger guise, thanfor the older guise, leading to the perception of more inherentlyfronted variants for the younger talker. Results indicate thatapparent talker age may influence perception of /u/-fronting,but not only in coarticulatory contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "speech perception; u-fronting; compensation forcoarticulation; apparent speaker age" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3k76040r", "frozenauthors": [ { "first_name": "Georgia", "middle_name": "", "last_name": "Zellou", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Cohn", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Aleese", "middle_name": "", "last_name": "Block", "name_suffix": "", "institution": "University of California, Davis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30173/galley/20027/download/" } ] }, { "pk": 29629, "title": "Does viewing Earth as a person and nature as intentionally designed impact beliefsabout the immorality of environmentally damaging acts?", "subtitle": null, "abstract": "This experiment explored how attributions of agency to the Earth (psychological and vitalist) and design-based views ofnature impact adults degree of environmental concern. Undergraduates (N=133) were randomly assigned to watch differentvideos. In the Person condition, the video described the Earth as a person with beliefs and desires. In the Animal condition,the Earth was described as a living being with non-intentional survival goals. The Control condition described the Earthas a physical-mechanical object. No significant differences were found between conditions in psychological attributionsto the Earth. However, analyses controlling for condition, gender and design attributions revealed a significant interactionbetween the Person Condition and psychological attributions to the Earth (=.29, p¡0.01): Relative to the Animal condition,participants in the Person condition who described the Earth in more psychological ways also had harsher judgements ofenvironmentally damaging acts. Analyses of the biocentric nature of these justifications are still ongoing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4j72w4ws", "frozenauthors": [ { "first_name": "Lizette", "middle_name": "Pizza", "last_name": "Becerra", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Manuela", "middle_name": "Benitez", "last_name": "de la Cruz", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Deborah", "middle_name": "", "last_name": "Kelemen", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29629/galley/19487/download/" } ] }, { "pk": 29590, "title": "Do expectations for causal patterns differ between domains? Studying physical,biological and psychological events across cultures", "subtitle": null, "abstract": "Fundamental theories of causal cognition suggest that causal inferences are guided by domain-specific knowledge inaddition to domain-general strategies used to draw causal conclusions. In particular, a divide seems to exist betweencausal judgments on physical versus psychological events. In line with these assumptions, domain-specific expectationsof causal patterns have been observed for psychological and physical events in a US-American context. The present studyintended to augment these findings by integrating (a) a cross-cultural perspective and by including (b) biological events aspart of an additional domain. Results replicated previous findings of domain-specific causal expectations in German andTurkish cultural contexts, but at the same time they indicated causal expectations for the biological domain to be partiallyless distinct.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6p65350v", "frozenauthors": [ { "first_name": "Annelie", "middle_name": "", "last_name": "Rothe-Wulf", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29590/galley/19449/download/" } ] }, { "pk": 29649, "title": "Do Infants Think That Agents Choose What’s Best?", "subtitle": null, "abstract": "The naïve utility calculus theory of early social cognitionargues that by relating an agent’s incurred effort to the expectedvalue of a goal state, young children and infants can reasonabout observed behaviors. Here we report a series ofexperiments that tested the scope of such utility-basedreasoning adopted to choice situations in the first year of life.We found that 10-month-olds (1) did not expect an agent toprefer a higher quantity of goal objects, given equal action cost(Experiment 1) and (2) did not expect an agent to prefer a goalitem that can be reached at lower cost, given equal rewards(Experiment 2a and 2b). Our results thus suggest that younginfants’ utility calculus for action understanding may be morelimited than previously thought in situations where an agentfaces a choice between outcome options.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "infant social cognition; action understanding;teleological reasoning; naïve utility calculus" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7cx82112", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Schlingloff", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Denis", "middle_name": "", "last_name": "Tatone", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Pomiechowska", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Gergely", "middle_name": "", "last_name": "Csibra", "name_suffix": "", "institution": "Central European University ; Birkbeck, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29649/galley/19507/download/" } ] }, { "pk": 29662, "title": "Do Language Effects on Attention Persist in Complex Task Contexts?", "subtitle": null, "abstract": "Is the influence of language on attention previously found in controlled, single-task lab contexts reduced or absent whenother factors (i.e. goals) influence attention, as in everyday life? The current studies examined whether language effects oneye-movements and recall emerge in richer task conditions. Experiment 1 examined English speakers use of agentive/non-agentive language during scene description on memory for the agent, similar to Fausey and Boroditsky (2011) whilealtering scene complexity and adding eye-tracking. Experiment 2 contrasted the standard describe task with one moretypical of everyday scene processing: predicting what happens next. Eye-tracking results from Experiment 1 supportan influence of language on distribution of attention. However, the absence of a significant memory difference in bothexperiments suggests that the language effect is not robust enough to have a meaningful impact on memory in rich taskconditions. Ultimately, the data suggested even the original effects are difficult to obtain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2f65c2x6", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "", "last_name": "Joseph", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Barbara", "middle_name": "C.", "last_name": "Malt", "name_suffix": "", "institution": "Lehigh University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29662/galley/19519/download/" } ] }, { "pk": 30087, "title": "Dollar Sense? The Relationship Between Numeracy, Financial Management andEstimation of Cart Total After Shopping", "subtitle": null, "abstract": "Our sense of space, time, and number is well documented, but do we have a similar sense for money? Like the ability tosense the passage of time, can we sense the accumulation of expenses and make accurate estimates? The present studyinvestigated the ability to estimate grocery cart totals, and whether it relates to number sense and financial managementbehaviors. Participants were asked which of two options (same product: one bigger, one smaller, with different price-to-amount ratios) they would purchase. Afterwards, participants completed the Abbreviated Numeracy Scale as a distractortask. Participants were then asked to estimate the total cost of all the items they chose during the decision-making task.We found that greater numeracy skills and financial management behaviors predicted better estimation skills. Those withgreater numeracy skills were also more likely to consider price-to-amount ratios during decision-making and to choose thebetter deal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8zm3s4bc", "frozenauthors": [ { "first_name": "Lucy", "middle_name": "", "last_name": "Cui", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30087/galley/19941/download/" } ] }, { "pk": 29791, "title": "Domestic dogs’ understanding of spatial temporal priority", "subtitle": null, "abstract": "Dogs are recognized for their social reasoning and skillful interactions with humans, but their understanding of causal rela-tionships and the underlying principles (e.g., temporal priority) are under-explored. To address this gap, we adapted a taskused with children to investigate how pet dogs use temporal sequences of events. Dogs (N=22) watched an experimenterperform a sequence of two actions on a puzzle box: i) one action before a treat was dispensed from the box (causal action)and ii) the other action after the treat appeared (non-causal action). Each action was temporally equidistant from the treat.After observing the sequence, dogs interacted with the box. Preliminary results indicate that over the course of five trialsdogs preferred interacting with the causal action and were more likely to investigate it first, compared to the non-causalaction on trial one. Results will be discussed in a comparative context of observational and experiential learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0c84z56w", "frozenauthors": [ { "first_name": "Julia", "middle_name": "", "last_name": "Espinosa", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Katherine", "middle_name": "", "last_name": "McGinn", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Madeline", "middle_name": "", "last_name": "Pelgrim", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29791/galley/19645/download/" } ] }, { "pk": 30157, "title": "Do Models Capture Individuals?Evaluating Parameterized Models for Syllogistic Reasoning", "subtitle": null, "abstract": "The prevailing focus on aggregated data and the lacking group-to-individual generalizability it entails have recently been iden-tified as a major cause for the low performance of cognitivemodels in the field of syllogistic reasoning research. This arti-cle attempts to add to the discussion about the performance ofcurrent syllogistic reasoning models by considering the param-eterization capabilities some cognitive models offer. To thisend, we propose a model evaluation setting targeted specifi-cally toward analyzing the capabilities of a model to fine-tuneits inferential mechanisms to individual human reasoning data.This allows us to (1) quantify the degree to which models areable to capture individual human reasoning behavior, (2) ana-lyze the efficiency of the parameters used by models, and (3)examine the functional differences between the prediction ca-pabilities of competing models on a more detailed level. Weapply this method to two state-of-the-art models for syllogisticreasoning, mReasoner and the Probability Heuristics Model,analyze the obtained results and discuss their implication withrespect to the general field of cognitive modeling.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive modeling; syllogistic reasoning; mentalmodels; probabilistic heuristics model; individualization" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2wt392tj", "frozenauthors": [ { "first_name": "Nicolas", "middle_name": "", "last_name": "Riesterer", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Brand", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30157/galley/20011/download/" } ] }, { "pk": 29714, "title": "Do people fit to Benford’s law, or do they have a Benford bias?", "subtitle": null, "abstract": "Smith (2015) describes an explosion of interest in Benford’s\nlaw, that for data from many domains the first digits have a log\ndistribution. Few studies have similarly asked whether the\nnumbers people generate fit to Benford’s law, but recent data\nshow a reasonable fit. This paper argues that testing for fit to\nBenford’s law is the wrong question for behavioural data,\ninstead we should think in terms of a “Benford bias” in which\nthe first-digit distribution is distorted towards Benford’s law.\nWe propose calculating the effect size of this bias by testing a\nlinear contrast weighted by Benford’s law. Analyses of existing\ndata sets yielded effect sizes of 0.43-0.52. Applying this\napproach to a new task extended the scope of Benford bias to\npredicting outputs of a linear system and found an effect size\nof .40. Benford bias may be a ubiquitous influence on\njudgments and decisions based on numbers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Benford’s law" }, { "word": "decision making" }, { "word": "Judgment" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hx5f2rx", "frozenauthors": [ { "first_name": "Bruce", "middle_name": "D.", "last_name": "Burns", "name_suffix": "", "institution": "University of Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29714/galley/19571/download/" } ] }, { "pk": 30035, "title": "Do social cues promote cross-situational verb learning and retention?", "subtitle": null, "abstract": "Children learn words using a range of social, statistical, and perceptual information. One proposal for how childrendetermine word meanings is cross-situational learning, in which children track ambiguous word-object mappings overtime (e.g., Yu & Smith, 2007). However, previous studies have not evaluated how children use natural social cues duringlearning (e.g., eye gaze). We taught 3-year-olds three novel verbs (c.f., Scott & Fisher, 2012) and hypothesized that socialcues not only support cross-situational learning, but also support retention of verbs after a delay. In between-subjectsconditions, children either did or did not have access to eye-gaze and head-turn cues during exposure. We tested forparticipants learning after 12 learning trials and after a delay. Pilot data suggest that children who have access to naturalsocial cues successfully learned and retained links between novel verbs and their corresponding actions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2wq2m8n5", "frozenauthors": [ { "first_name": "Crystal", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Lew-Williams", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30035/galley/19889/download/" } ] }, { "pk": 29437, "title": "Do Taxonomic and Associative Relations Affect Word Production in the Same Way?", "subtitle": null, "abstract": "Naming a picture is more difficult in the context of a\ntaxonomically-related picture. Disagreement exists on whether\nnon-taxonomic relations, e.g., associations, have similar or\ndifferent effects on picture naming. Past work has reported\nfacilitation, interference and null results but with inconsistent\nmethodologies. We paired the same target word (e.g., cow)\nwith unrelated (pen), taxonomically-related (bear), and\nassociatively-related (milk) items in different blocks, as\nparticipants repeatedly named one of the two pictures in\nrandomized order. Significant interference was uncovered for\nthe same target item in the taxonomic vs. unrelated and\nassociative blocks. There was no robust evidence of\ninterference in the associative blocks. If anything, evidence\nsuggested that associatively-related items marginally\nfacilitated production. This finding suggests that taxonomic\nand associative relations have different effects on picture\nnaming and has implications for theoretical models of lexical\nselection and, more generally, for the computations involved in\nmapping semantic features to lexical items.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word production; semantic interference" }, { "word": "semantic\nfacilitation" }, { "word": "taxonomic similarity" }, { "word": "associative similarity" } ], "section": "Language and Meaning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gk9v5xs", "frozenauthors": [ { "first_name": "Delaney", "middle_name": "C.", "last_name": "McDonagh", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "V.", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29437/galley/19297/download/" } ] }, { "pk": 29588, "title": "Do We Need Neural Models to Explain Human Judgments of Acceptability?", "subtitle": null, "abstract": "Native speakers can judge whether a sentence is an acceptableinstance of their language. Acceptability provides a means ofevaluating whether computational language models are pro-cessing language in a human-like manner. We test the abilityof language models, simple language features, and word em-beddings to predict native speakers’ judgments of acceptabil-ity on English essays written by non-native speakers. We findthat much sentence acceptability variance can be captured by acombination of misspellings, word order, and word similarity(r = 0.494). While predictive neural models fit acceptabilityjudgments well (r = 0.527), we find that a 4-gram model isjust as good (r = 0.528). Thanks to incorporating misspellings,our 4-gram model surpasses both the previous unsupervisedstate-of-the art (r = 0.472), and the average native speaker(r = 0.46), demonstrating that acceptability is well capturedby n-gram statistics and simple language features.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "acceptability judgments; language models; neuralnetworks; word embeddings; statistical models" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74h1d4kt", "frozenauthors": [ { "first_name": "Wang", "middle_name": "", "last_name": "Jing", "name_suffix": "", "institution": "Beijing International Studies University", "department": "" }, { "first_name": "M. A.", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Reitter", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29588/galley/19447/download/" } ] }, { "pk": 29700, "title": "Downloading Culture.zip: Social learning by program induction", "subtitle": null, "abstract": "Cumulative culture depends on the fidelity of learning be-tween successive generations, and the robustness with whichthe lessons of one generation apply to the problems of the next.How do humans accomplish these twin goals? We formalizesocial learning as a kind of program induction, and provide anexperimental test of a key prediction. To do this, we exploit akey fact: When humans learn from others, in addition to ob-serving inputs and outputs we often observe the process thatled to that output. For instance, when preparing a meal, wedon’t just observe a pile of vegetables and then a ratatouille.Instead, we observe a causal process that transforms those in-gredients into a finished food. Here, we use probabilistic pro-grams to represent causal processes and show that the observa-tion of an execution trace speeds up program induction, evenwhen learning from only a single example. This model pre-dicts that the inferences and behavior of people will be struc-tured by these execution traces. In two behavioral experiments,we show that human judgments and behavior are affected bythe execution trace in the systematic ways predicted by our for-mal model. These findings shed light on the mechanisms thatunderlie high fidelity social learning in humans, and unify therole of emulation and imitation in social learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social learning; program induction; Bayesianmodeling; imitation learning; theory of mind" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/64t3g7qs", "frozenauthors": [ { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Felix", "middle_name": "", "last_name": "Sosa", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Bill", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Bas", "middle_name": "van", "last_name": "Opheusden", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Gershman", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29700/galley/19557/download/" } ] }, { "pk": 29711, "title": "Do you see what I see?A Cross-cultural Comparison of Social Impressions of Faces", "subtitle": null, "abstract": "Research has suggested that social impressions of faces madeby Western and Eastern people have different underlying di-mensionalities. However, the individual level consistency, thegroup-level agreement of rater groups, and the interactionsbetween face ethnicity, rater ethnicity, and social impressiontraits remain largely unknown. In this paper, we perform alarge-scale data-driven cross-cultural study of facial impres-sions, and illustrate the idiosyncrasies and similarities behindCaucasian and Asian participants in their social impressions offaces from both ethnicity groups. Our study illustrates multi-ple interesting findings: (1) Asians rate faces lower on mostpositive traits, compared with Caucasian raters, and they havemore diverse opinions than Caucasians. (2) Caucasian faces re-ceive higher average ratings on social impression traits relatedto warmth due to the preponderance of smiles in Caucasianimages, but similar mean scores on traits related to capability,compared to Asian faces. (3) Caucasians and Asians disagreemost on capability related traits, especially on “responsible”and “successful.” Opinions on these two traits diverge moreon Asian than on Caucasian faces. Our findings provide newinsights on the nuances of cross-cultural differences in socialimpressions of faces.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "First impressions; cross-cultural comparison;large scale online experiment; statistical analysis; face percep-tion" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vj135dj", "frozenauthors": [ { "first_name": "Amanda", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "UC, San Diego", "department": "" }, { "first_name": "Weifeng", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "UC, San Diego", "department": "" }, { "first_name": "Devendra", "middle_name": "Pratap", "last_name": "Yavav", "name_suffix": "", "institution": "UC, San Diego", "department": "" }, { "first_name": "Fangfang", "middle_name": "", "last_name": "Wen", "name_suffix": "", "institution": "Central China Normal University", "department": "" }, { "first_name": "Bin", "middle_name": "", "last_name": "Zuo", "name_suffix": "", "institution": "Central China Normal University", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "UC, San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "", "last_name": "Cottrell", "name_suffix": "", "institution": "UC, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29711/galley/19568/download/" } ] }, { "pk": 29674, "title": "Do you see what I see? Children’s understanding of perception\nand physical interaction over video chat", "subtitle": null, "abstract": "How do children reason about people presented over video\nchat? Video chat is a representation, like a picture; but is also\na real social interaction (the partner sees and hears you). Do\nchildren understand the nuanced affordances and limitations of\nvideo chat? We tested 4-year-old children’s reasoning, asking\nif a person over video chat (vs. a live person; photograph) could\nsee, hear, feel, and physically interact through the screen.\nChildren judged that a person over video chat can see, but\ncannot feel nor receive an object, through the screen. The\nperson over video chat was judged to hear more often than a\nphotograph, but less often than a live person. Preschool\nchildren are not limited to considering a stimulus fully\nrepresentational, or fully present; instead, they understand\nvideo chat as a medium that blurs the boundaries of\nrepresentation and reality, allowing for a mixture of life-like\naffordances and picture-like limitations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "technology; video chat; cognitive development;\ntheory of mind; representation" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/46d3v828", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bennette", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Metzinger", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Adena", "middle_name": "", "last_name": "Schachner", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29674/galley/19531/download/" } ] }, { "pk": 29391, "title": "Do you want to know a secret? The role of valence and delay in early informationpreference", "subtitle": null, "abstract": "People tend to place value on information even when it doesnot affect the outcome of a decision. Two competingaccounts offer explanations for such non-instrumentalinformation seeking. One account foregrounds the role ofanticipation and the other focusses on uncertainty aversion.Both accounts make similar predictions for short cue-outcome delays and when outcomes are positively valenced,but they differ in their explanation of information preferenceat long delays with negative outcomes. We present a seriesof experiments involving both primary and secondaryreinforcers that pit these accounts against each other. Theresults indicate a consistent preference for non-instrumentalinformation even at long cue-outcome delays and noevidence for information avoidance with negative outcomes.This pattern appears to provide more support for theuncertainty-aversion account than one based on anticipation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information seeking" }, { "word": "uncertainty; anticipation;temporal discounting; valence; delay" } ], "section": "Judgement and Decision Making", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xw3m02x", "frozenauthors": [ { "first_name": "Jake", "middle_name": "", "last_name": "Embrey", "name_suffix": "", "institution": "UNSW Sydney", "department": "" }, { "first_name": "Shi", "middle_name": "Xian", "last_name": "Liew", "name_suffix": "", "institution": "UNSW Sydney", "department": "" }, { "first_name": "Danielle", "middle_name": "", "last_name": "Navarro", "name_suffix": "", "institution": "UNSW Sydney", "department": "" }, { "first_name": "Ben", "middle_name": "R.", "last_name": "Newell", "name_suffix": "", "institution": "UNSW Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29391/galley/19252/download/" } ] } ] }