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{ "count": 38741, "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": 30150, "title": "Teachers Know Best: The Impact of Taxonomic Distance and TeacherCompetence on Evaluation of Negative Evidence", "subtitle": null, "abstract": "Inductive generalization involves extending knowledge fromsparse samples of evidence to arrive at broad conclusions.Most of the research in this area has focused on generalizationfrom sparse samples of positive evidence (cases known to shareproperties with known cases; e.g., birds have hollow bones).Much less is known about generalization from samples ofnegative evidence (cases known to lack the propertiesattributed to known cases; e.g., bats do not have hollow bones).This paper reports the results from three experiments thatexamined factors that were believed to influence adults’evaluation of negative evidence. Experiment 1 showed thatwhen selecting among samples most useful for teaching abouta particular category, participants (N=36) preferred sampleswith negative evidence rather than those with single, oradditional, positive evidence. Experiment 2 revealed thatparticipants (N=25) preferred samples with negative evidencethat included a closer (rather than more distant) taxonomicmatch with the category in question. Finally, Experiment 3revealed that adults (N=52) only preferred samples thatprovided a close match when evidence was provided by acompetent informant. Overall these results emphasize theimportant role of pragmatic expectations when reasoning aboutsamples that include negative evidence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Generalization; Inductive reasoning; Negativeevidence; Pragmatics; Pedagogical sampling" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/50c9r3zs", "frozenauthors": [ { "first_name": "Chris", "middle_name": "A.", "last_name": "Lawson", "name_suffix": "", "institution": "UW-Milwaukee", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30150/galley/20004/download/" } ] }, { "pk": 29636, "title": "Teasing apart encoding and retrieval interference in sentence comprehension:Evidence from agreement attraction", "subtitle": null, "abstract": "This study investigates interference effects in sentenceprocessing. A parade case involves agreement attraction,where the processing of a number mismatch between a verband its subject is eased by a number-matching lure (*Thekeytarget to the cabinetslure were rusty), relative to sentenceswhere neither noun matches the verb (*The key to the cabinetwere rusty). Existing accounts claim that this effect reflectserror-prone retrieval or misrepresentation of the target.Recently, a third account has been proposed which claims thatthe contrast between the two configurations reflects increaseddifficulty in the second sentence due to feature overwriting inthe encoding (both nouns are singular). We provide resultsfrom two self-paced reading experiments that isolate theeffects of feature overwriting and attraction by manipulatingthe presence of an agreement cue. Results showed a largerdifference within the configurations with a cue, which suggestthat attraction cannot be reduced to feature overwriting.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sentence processing" }, { "word": "Interference" }, { "word": "agreementattraction" }, { "word": "memory retrieval" }, { "word": "feature overwriting" }, { "word": "reading times" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1417h0m4", "frozenauthors": [ { "first_name": "Dan", "middle_name": "", "last_name": "Parker", "name_suffix": "", "institution": "William & Mary", "department": "" }, { "first_name": "Kelly", "middle_name": "", "last_name": "Konrad", "name_suffix": "", "institution": "William & Mary", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29636/galley/19494/download/" } ] }, { "pk": 29745, "title": "Tell me something I don’t know: How perceived knowledge influences the use ofinformation during decision making", "subtitle": null, "abstract": "We are often confronted with new causal information aboutthe world, such as what causes a disease. What we think weknow may influence if and how we choose to use this new in-formation. Yet as prior work has shown, we are not alwayssuccessful at evaluating our own knowledge. We explored howhelping people better understand what they know about a do-main can influence their ability to use new causal informationin a decision-making context. Participants self-assessed theirknowledge (Experiment 1) or completed an objective assess-ment of their knowledge (Experiment 2) of diabetes, beforemaking diabetes-related decisions, either with or without newcausal information. Without a knowledge assessment, partic-ipants were less accurate with new causal information com-pared to without such information, replicating previous work.However, reassessing their knowledge increased participants’decision-making accuracy with causal information. We dis-cuss why helping people realize the limits of their causal un-derstanding may make them better supplement it with new in-formation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making; illusion of explanatory depth;causality; diabetes" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dm9z057", "frozenauthors": [ { "first_name": "Samantha", "middle_name": "", "last_name": "Kleinberg", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" }, { "first_name": "Jessecae", "middle_name": "K.", "last_name": "Marsh", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29745/galley/19601/download/" } ] }, { "pk": 29410, "title": "Ten-month-olds infer relative costs of different goal-directed actions", "subtitle": null, "abstract": "While it is straightforward to compare the costs of differentvariants of the same action (e.g., walking to a coffeeshop at theend of the block will always be less costly than walking to acoffeeshop three blocks away), the relative costs of differentactions are not directly comparable (e.g., would it be easier tojump over or walk around a fence?). Across two experimentswe demonstrate that 10-month-old infants spontaneouslyencode the manner of different goal-directed actions (jumpingover an obstacle vs. detouring around it, Experiment 1) and usethe principle of cost-efficiency to infer their relative costs(jumping is less costly to bypass low walls, but detouring isless costly to bypass high walls, Experiment 2). By relatingaction choices to the physical parameters of the environment,infants identify the least costly actions given thecircumstances, which allows them to make behavioralpredictions in new environments and may also enable them toinfer others’ motor competence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; action interpretation;rational action; infancy" } ], "section": "Events, Actions, and Sequencing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pk45671", "frozenauthors": [ { "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, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29410/galley/19270/download/" } ] }, { "pk": 29761, "title": "Ten semantic differential evaluations of written Japanese vowels in a paper-basedsurvey study", "subtitle": null, "abstract": "Vowels in words have been associated with specific meanings in sound symbolism (Hamano, 1998; Newman, 1933;Sapir, 1929). The purpose of this study was to examine whether each vowel individually involves physical and emotionalmeanings. Six-hundred and thirteen participants (482 females; M 16.97) rated 5-point semantic differential scales (size,distance, thickness, extent, weight, height, depth, preference, arousal, and familiarity) to presented Japanese vowels (a, i, u,e, and o). Results showed that the size, extent, and thickness of a, u, and o were significantly higher than i and e, whereasthe preference and familiarity of a was higher than the others. These results were consistent with previous findings towhich vowels in sound-symbolic words were associated with physical (i.e., size, extent, and thickness) and emotional (i.e.,preference) evaluations. Our findings suggest that each vowel itself could individually contribute to specifically physicaland emotional evaluations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6510s4jv", "frozenauthors": [ { "first_name": "Misa", "middle_name": "", "last_name": "Ando", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Xinyi", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "YAN", "middle_name": "", "last_name": "YAN", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "yutao", "middle_name": "", "last_name": "yang", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Shushi", "middle_name": "", "last_name": "Namba", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Kazuaki", "middle_name": "", "last_name": "Abe", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Toshimune", "middle_name": "", "last_name": "Kambara", "name_suffix": "", "institution": "Hiroshima University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29761/galley/19616/download/" } ] }, { "pk": 29546, "title": "Testing the immediate effects of transcranial Direct Current Stimulation (tDCS) onface recognition skills.", "subtitle": null, "abstract": "In the present study, we tested the effects of anodal tDCS deliveredover the Fp3 (for 10mins at 1.5mA) on the face inversion effect(better recognition for upright vs inverted faces) while participantsperformed an old/new recognition task. We recruited three groupsof participants (n=72) and randomly assigned them toexperimental conditions. In the anodal Study Phase conditionparticipants received the tDCS stimulation during the learningphase only. In the anodal Recognition Phase condition,participants received the anodal stimulation during the recognitiontask only. In the control group participants received shamstimulation (during the study or recognition phase). Consistentwith previous research, the results showed that anodal stimulationreduced the inversion effect by impairing recognition of uprightfaces. Critically, in both anodal conditions the inversion effect wassignificantly reduced compared to sham, and no difference wasfound between the two anodal conditions. Upright faces in eachanodal condition were recognized significantly worse than sham.This suggests that the tDCS-induced effects on face recognitionare immediate and affect both learning and performance. Weinterpret the results based on the account of perceptual learningand previous work on tDCS and the inversion effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Face Inversion effect; tDCS; perceptual learning" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gv720rc", "frozenauthors": [ { "first_name": "Ciro", "middle_name": "", "last_name": "Civile", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "R.", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Emika", "middle_name": "", "last_name": "Waguri", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "I.P.L.", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29546/galley/19406/download/" } ] }, { "pk": 29783, "title": "Text Matters but Speech Influences:A Computational Analysis of Syntactic Ambiguity Resolution", "subtitle": null, "abstract": "Analyzing how human beings resolve syntactic ambiguity haslong been an issue of interest in the field of linguistics. It is, atthe same time, one of the most challenging issues for spokenlanguage understanding (SLU) systems as well. As syntacticambiguity is intertwined with issues regarding prosody and se-mantics, the computational approach toward speech intentionidentification is expected to benefit from the observations ofthe human language processing mechanism. In this regard, weaddress the task with attentive recurrent neural networks thatexploit acoustic and textual features simultaneously and revealhow the modalities interact with each other to derive sentencemeaning. Utilizing a speech corpus recorded on Korean scriptsof syntactically ambiguous utterances, we revealed that co-attention frameworks, namely multi-hop attention and cross-attention, show significantly superior performance in disam-biguating speech intention. With further analysis, we demon-strate that the computational models reflect the internal rela-tionship between auditory and linguistic processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "syntactic ambiguity resolution; speech intentiondisambiguation; audio-text co-attention framework; prosody-syntax-semantics interface" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/71p7m7pm", "frozenauthors": [ { "first_name": "Won", "middle_name": "Ik", "last_name": "Cho", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Jeonghwa", "middle_name": "", "last_name": "Cho", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Woo", "middle_name": "Hyun", "last_name": "Kang", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Nam", "middle_name": "Soo", "last_name": "Kim", "name_suffix": "", "institution": "Seoul National University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29783/galley/19637/download/" } ] }, { "pk": 29512, "title": ". . . that P is relevant for Q:Indicative conditionals and learning from testimony", "subtitle": null, "abstract": "Our beliefs change with learning, and much of what we learncomes from the testimony of other people. How much our be-liefs change may depend on how many people are the sourcesof a given piece of information, and how reliable their expertisemakes them. It is not clear, however, what exactly the effectsof reliability or number of speakers will be when the testimonyhas the form of an indicative conditional. Here, we test the hy-pothesis that learning a conditional amounts to increasing thedegree to which the antecedent of that conditional is relevantfor its consequent. Furthermore, we investigate whether this isaffected by number of speakers and by their expertise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "indicative conditionals; probabilistic relevance;testimony; source reliability" } ], "section": "Reasoning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95t333g3", "frozenauthors": [ { "first_name": "Karolina", "middle_name": "", "last_name": "Krzyzanowska", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Peter", "middle_name": "J.", "last_name": "Collins", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29512/galley/19372/download/" } ] }, { "pk": 30206, "title": "The Acceptability of AI at Work: Predicting the Intention to Use relying onUTAUT", "subtitle": null, "abstract": "Thanks to research breakthroughs, Artificial Intelligence (AI) has gained popularity in recent years. Nevertheless, itsacceptability by general public is a poorly researched subject. The unified theory of acceptance and use of technology(UTAUT), a popular model to evaluate acceptability, is generally used for technological products. The purpose of thisstudy is to ensure that UTAUT is an appropriated model to evaluate AI acceptability. In this paper, 705 participants wereinvited to evaluate the acceptability of tools that integrate AI at work in 2030. Relying on UTAUT, performance expectancy,effort expectancy, social influence, facilitating conditions, and intention to use were evaluated. Structural modeling sug-gests a significant influence of performance expectancy, social influence and facilitating conditions on intention to use AI(explained variance of 81%). This research paves the way for prospective research on the overall acceptability of AI.", "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/41c623s5", "frozenauthors": [ { "first_name": "Nicolas", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "b¡¿com", "department": "" }, { "first_name": "Salom", "middle_name": "", "last_name": "Cojean", "name_suffix": "", "institution": "Universit d’Angers", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Ragot", "name_suffix": "", "institution": "b¡¿com", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30206/galley/20060/download/" } ] }, { "pk": 29884, "title": "The Adaptive Glasgow Face-Matching Task", "subtitle": null, "abstract": "Current face-comparison tests use a fixed set of stimuli, such that task difficulty is not tailored to the participant’s abilityto perform face matching, which varies greatly across people. Here, we create an adaptive version of the Glasgow FaceMatching Test (GFMT). To accomplish this, we make use of recent advances in machine learning that can encode pho-tographs into a learned face space and then generate photorealistic morphs that interpolate between mid-level features ofthe depicted individuals. In particular, we first use the StyleGAN neural-network architecture to generate challenging vari-ants of the GFMT. We then use QUEST+, a Bayesian adaptive psychometric testing procedure, to estimate the observer’ssensitivity to appearance changes during face matching. The resulting test, the adaptive GFMT (aGFMT), aims to moreefficiently estimate a participant’s face-matching ability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4207x7pp", "frozenauthors": [ { "first_name": "Necdet", "middle_name": "", "last_name": "Gurkan", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Suchow", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29884/galley/19738/download/" } ] }, { "pk": 29668, "title": "The attentional demands of learning by doing: A developmental study", "subtitle": null, "abstract": "Research suggests learning by doing yields better outcomes than passive instructional activities (e.g., reading). Currently,the attentional demands of learning by doing are not well understood, which has important implications for youngerlearners. We investigated the developmental trajectory of learning by doing with eighty-five primary students (Mage=6.64years) who listened to a lesson about insects. Participants were presented with contrasting animal-pairs (e.g., ant—pillbug)and learned about insect features. Attention to the lesson was measured as the proportion of time fixating on the lesson. Apost-test assessed recall for lesson content and transfer. First-graders exhibited comparable recall after passive and activepractice, whereas kindergarteners benefited from passive practice. Interestingly, for transfer items first-graders benefitedfrom passive practice whereas kindergarteners benefited from active practice. Transfer performance was related to learnersattention during the task suggesting that learning by doing might depend on the development of 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/8c18b0km", "frozenauthors": [ { "first_name": "Karrie", "middle_name": "", "last_name": "Godwin", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Paulo", "middle_name": "", "last_name": "Carvalho", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29668/galley/19525/download/" } ] }, { "pk": 30086, "title": "The benefits of practice with interruptions is step-specific", "subtitle": null, "abstract": "In two studies we investigated the effect of resumption practice\nfollowing an interruption at the same step in a Computerized\nPhysician Order Entry system (CPOE). The results of both studies\nshowed that error rate decreased with increasing amounts of\nresumption practice. One reason people may have resumed more\naccurately following an interruption is improvement in a general\nresumption process. If true, we would expect that participants\ncould be interrupted at any step in a task and show improved\nresumption with increased practice. Instead, our results suggest\nthat repeatedly resuming from the same step likely produces\nassociative priming between a specific task, interruption, and\nstep. The associative priming allowed participants to resume\nmore successfully with additional interruption practice, but only\nfor that task-interruption-step triplet.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "interruption" }, { "word": "skill acquisition" }, { "word": "practice" }, { "word": "errors" }, { "word": "memory for goals" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/96x199vg", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Zish", "name_suffix": "", "institution": "George Mason University", "department": "" }, { "first_name": "J. Malcolm", "middle_name": "", "last_name": "McCurry", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "J. Gregory", "middle_name": "", "last_name": "Trafton", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30086/galley/19940/download/" } ] }, { "pk": 29701, "title": "The best-laid plans of mice and men: Competition between top-down andpreceding-item cues in plan execution", "subtitle": null, "abstract": "There is evidence that the process of executing a plannedutterance involves the use of both preceding-context and top-down cues. Utterance-initial words are cued only by the top-down plan. In contrast, non-initial words are cued both bytop-down cues and preceding-context cues. Co-existence ofboth cue types raises the question of how they interact duringlearning. We argue that this interaction is competitive: itemsthat tend to be preceded by predictive preceding-context cuesare harder to activate from the plan without this predictivecontext. A novel computational model of this competition isdeveloped. The model is tested on a corpus of repetitiondisfluencies and shown to account for the influences onpatterns of restarts during production. In particular, this modelpredicts a novel Initiation Effect: following an interruption,speakers re-initiate production from words that tend to occurin utterance-initial position, even when they are not initial inthe interrupted utterance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Serial order; language production; repetition;initiation; retrieval; planning; HiTCH" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sv0095k", "frozenauthors": [ { "first_name": "Zara", "middle_name": "", "last_name": "Harmon", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Vsevolod", "middle_name": "", "last_name": "Kapatsinski", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29701/galley/19558/download/" } ] }, { "pk": 29628, "title": "The cognition of categorisation: nominal classification systems", "subtitle": null, "abstract": "Systems of nominal classification act as a functional means of categorisation, yet the number and type of categorieswithin these systems vary considerably across languages. The impact of vastly different classification systems on thecognitive representations of concepts is intriguing. We designed a suite of experiments to compare classifier systems in sixOceanic languages, chosen because their inventory of classifiers ranges from two to 23. Effective categorisation needs tobe informative to maximise communicative efficiency, but also simple to minimise cognitive load. Our sample languagesallow us to investigate the trade-off between the two principles of informativeness and simplicity to shed light on therelative optimality of their classification systems. Results from 122 participants across three experiments (free listing,card sorting, video vignettes) indicate that cognitive salience varies as a function of classifier inventory. We discuss theimplications of these results for the nature of nominal classification.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8021d236", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Grandison", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franjieh", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Greville", "middle_name": "", "last_name": "Corbett", "name_suffix": "", "institution": "University of Surrey", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29628/galley/19486/download/" } ] }, { "pk": 29358, "title": "The “cognitive speed-bump”:How world champion Tetris players trade milliseconds for seconds", "subtitle": null, "abstract": "Tetris is a fast-paced puzzle solving game that requires play-ers to rapidly maneuver falling blocks to clear rows and scorepoints. Skilled Tetris players learn to execute moves in thegame very quickly to keep up with the increasing time pres-sure. But world champion Tetris players employ more complexstrategies that save precious milliseconds that enable them toreach even higher levels of play. Such strategies show mas-tery of the game’s event structure, but also come with a startupcost— a “cognitive speed bump”— wherein they must mo-mentarily decide whether to rotate a block left or right, evenfor scenarios where the distinction is not meaningful for per-formance. We present data showing both the world champions’superior overall action times, but also a preliminary “speedbump” that is consistent both within and between world cham-pion players. Potential underlying memory structures are ex-plored, and implications are discussed for both the Soft Con-straints Hypothesis and the relationship between Hick’s Lawand expertise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive strategies; extreme expertise; videogames; real-time tasks; complex tasks; skill acquisition; Tetris;complex skills; interactive behavior" } ], "section": "Neuroscience and Psychophysics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gv9443c", "frozenauthors": [ { "first_name": "John", "middle_name": "K.", "last_name": "Lindstedt", "name_suffix": "", "institution": "University of New York", "department": "" }, { "first_name": "Wayne", "middle_name": "D.", "last_name": "Gray", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29358/galley/19219/download/" } ] }, { "pk": 29405, "title": "The complementary roles of knowledge and strategy in insight problem-solving", "subtitle": null, "abstract": "Two main classes of theory have been proposed to account forinsight problem-solving performance; those that invoke theovercoming of constraints arising from prior knowledge as thesource of insight, and those that propose strategic search formoves that make progress towards a hypothesized goal state.An experiment using matchstick algebra problems assessed thecontributions of each source. Results indicate that, while priorknowledge creates the conditions under which matchstickalgebra problems are more or less difficult to solve, search formoves that make the most apparent progress towards ahypothesized goal provides the key to eventual solution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "insight problem-solving; restructuring; priorknowledge; strategic search; representational change; progressmonitoring." } ], "section": "Language Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8m02w9c6", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "C.", "last_name": "Ormerod", "name_suffix": "", "institution": "University of Sussex", "department": "" }, { "first_name": "James", "middle_name": "N.", "last_name": "MacGregor", "name_suffix": "", "institution": "University of Sussex", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29405/galley/19265/download/" } ] }, { "pk": 29484, "title": "The contingency illusion bias as a potential driver of science denial", "subtitle": null, "abstract": "Science denial is a pressing social problem, contributing toinactivity in the face of climate change, or to a resurgencein outbreaks of preventable diseases. Cognitive factors are asignificant driver of science denial, in addition to social fac-tors such as political ideology. Biases pertaining to judgmentsof contingency (i.e., inferring causal relationships where noneexist) have been associated with misbeliefs, such as belief inthe paranormal and conspiracy theories. Here, we examinewhether contingency biases likewise predict science denial.We show that (a) various tasks used to study relevant biases doin fact load on a single latent ‘contingency illusion’ factor; (b)this contingency illusion bias is associated with increased sci-ence denial; (c) the contingency illusion bias mediates the re-lationship between intuitive (vs. analytic) cognitive style andscience denial; and (d) this holds even when accounting forpolitical ideology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "science denial; individual differences; causal illu-sion; misbelief; analytic style" } ], "section": "Biases", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2700x4pg", "frozenauthors": [ { "first_name": "Justin", "middle_name": "", "last_name": "Sulik", "name_suffix": "", "institution": "Ludwig Maximilian University of Munich", "department": "" }, { "first_name": "Rob", "middle_name": "", "last_name": "Ross", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Ryan", "middle_name": "", "last_name": "McKay", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29484/galley/19344/download/" } ] }, { "pk": 29974, "title": "The development of accent-based friendship preferences: Age and languageexposure matter", "subtitle": null, "abstract": "Previous research has shown that children exhibit strong,language-based social biases, preferring speakers of theirlocally dominant accent over foreign language or foreign-accented speakers. Even when regularly exposed to multiplelanguages or to speakers with non-local accents, elementaryschool-aged children nevertheless display strong languagebiases, preferring to be friends with native speakers over non-native speakers. The present study revisited this issue,examining whether routine exposure to additional languagesand/or non-local accents influences language-based friendpreferences. Three- to 5-year-old children (N = 183) growingup in a large, multicultural, North American City with at least70% English exposure were presented with pairs of children—one speaking native-accented English and the other speakingforeign-accented English—and were asked to choose whomthey wanted to be friends with. While accent exposure was notfound to predict children’s preference, there was a significanteffect of language exposure, such that greater experience withmultiple languages reduced biases for native-accentedspeakers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Attitudes" }, { "word": "friend preference" }, { "word": "developmental sociolinguistics" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66b175js", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "", "last_name": "St. Pierre", "name_suffix": "", "institution": "University of Toronto Mississauga", "department": "" }, { "first_name": "Elizabeth", "middle_name": "K.", "last_name": "Johnson", "name_suffix": "", "institution": "University of Toronto Mississauga", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29974/galley/19828/download/" } ] }, { "pk": 29860, "title": "The Development of Creative Search Strategies", "subtitle": null, "abstract": "What is creativity and how does it develop? Intuitively, it seems that children are often especially creative, but it isdifficult to find measures that are precise and comparable across development. In this study we use a creative foragingtask that involves the exploration of a high-dimensional space. This task precisely measures elements of creativity, whichwe compare between 4- to 8-year-olds and adults. We find that children show exploration-exploitation behavior in theircreative search resembling adults search. However, children are more exploratory in nature - compared to adults, theyspend a higher percentage of their search in exploration mode, and their exploitation phases are less optimal comparedto adults. Moreover, the products of childrens creative search are more often unique, compared to those of adults; andyounger children create more unique shapes than older children. Together, these results support the hypothesis that creativesearch may change across development, both in how the space of possibilities is navigated and what ideas are ultimatelygenerated. These findings inform not only our understanding of why childrens learning may sometimes be superior thanthat of adults, but also may inform our understanding of creativity and the creative process across development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7634039b", "frozenauthors": [ { "first_name": "Yuval", "middle_name": "", "last_name": "Hart", "name_suffix": "", "institution": "The Hebrew University of Jerusalem", "department": "" }, { "first_name": "Eliza", "middle_name": "", "last_name": "Kosoy", "name_suffix": "", "institution": "Berkeley", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Liquin", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Leonard", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Allyson", "middle_name": "", "last_name": "Mackey", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29860/galley/19714/download/" } ] }, { "pk": 29396, "title": "The Differential Relationship of Extracurricular Activities and Screen Time with\nAdolescents’ Fluid and Crystallized Cognition", "subtitle": null, "abstract": "Adolescents are going through a period of rapid growth in\ncognitive resources, both in crystallized, or knowledge-based,\ncognition and fluid cognition, or the ability to think and reason\nflexibly. Past literature reveals an ongoing debate as to\nwhether, or in what way, different activities during childhood\nrelate to these abilities. The current study leveraged the\nAdolescent Brain Cognitive Development baseline dataset to\nexplore the interplay between nine- and ten-year-olds’\nextracurricular activities, screen time, and the different\ncomponents of cognition. Results indicate that adolescents’\nactivities explain more variance in crystallized than fluid\ncognition. Further, participation in artistic activities is\nassociated with increased fluid and crystallized cognition,\nthough sports is positively associated with fluid but negatively\nassociated with crystallized cognition. Different types of\nscreen time, though notably not video game playing, may be\nnegatively associated with cognition. Screen time explains\nmore variance in fluid cognition than extracurricular activities\ndo, whereas the opposite is true of crystallized cognition. This\ncorrelational study suggests potential avenues for further work\nto disentangle the causal links underlying the relationships\nbetween experiences and cognition. Do such activities change\nadolescents’ cognitive skill, or do children self-select to\nparticipate in certain types of activities that complement their\nexisting skills?", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "adolescence; screen time; extracurricular\nactivities; cognition; ABCD" } ], "section": "Facets of Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45b1t27m", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "M.", "last_name": "Weber", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29396/galley/19256/download/" } ] }, { "pk": 29954, "title": "The early cue catches the word: how gesture supports cross-situational wordlearning", "subtitle": null, "abstract": "Gesture is important for language acquisition, but how gesture and its temporal aspects integrate with other informationis not fully known. We manipulated referential ambiguity, and the availability and timing of a deictic gesture duringtraining on a word-learning task with adults to assess how gestural cues alter learning when tested on those words. Wedemonstrate that the presence of a gestural cue during training in a condition with two potential referents can reducereferential ambiguity sufficiently to produce performance at test similar to a condition with only one referent. We furthershow that learners demonstrate better performance at test with gestures that occur prior to, rather than after, the verballabel in training. Gesture during learning thus appears better at predicting, rather than confirming the referent. Theseresults offer insight into how cues can facilitate the disambiguation of meaning during word learning. Pre-registration:https://osf.io/exq7d/?view only=8b28001e56404ff79c2258f3b66d7474 Keywords: word learning; language acquisition;multiple cues; gestures; temporal; word-referent mapping", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/71j2s037", "frozenauthors": [ { "first_name": "Rachael", "middle_name": "W", "last_name": "Cheung", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Calum", "middle_name": "", "last_name": "Hartley", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29954/galley/19808/download/" } ] }, { "pk": 29740, "title": "The effect of book syntactic complexity on caregiver and child language profileduring shared book reading", "subtitle": null, "abstract": "Shared book reading positively effects language development, yet the causal pathways of this relationship are not un-derstood. Evidence shows that the book complexity modulates caregiver talk, but the link between the book linguisticcomplexity and child syntactic development remains unclear (Noble, et al. 2017). This project describes the speech gen-erated during book reading to see how it differs from typical child-directed speech and whether the picture-book sentencecomplexity is present in the speech that children hear. 10 families with children aged 30-37 months (MBCDI raw vocab-ulary 350-675 out of 680 total) recorded 6-12 picture-book reading sessions in their homes. The books were controlledfor word length (short: 125 words vs long: 1472 words) and syntactic complexity according to the 8 categories analyzedin Montag (2019): complex (17 tokens) vs. simple (0-7 tokens). The caregiver and child speech syntactic complexitymodulation as a function of picture-book syntactic complexity will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9m52r10q", "frozenauthors": [ { "first_name": "Anastasia", "middle_name": "", "last_name": "Stoops", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Montag", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29740/galley/19596/download/" } ] }, { "pk": 29562, "title": "The effect of cheerleading chants on time estimation performance", "subtitle": null, "abstract": "It is not clear how cheering chants affect time perception which can be critical for sport performance. Here we measuredthe performance participants estimated second-order length of duration using a conventional psychophysical task. In thecontrol condition, five participants were required to produce 1, 3, 5 or 10 seconds of target durations by pressing a button ina gymnasium where nobody except for experimenters came in. In the testing condition, a group of cheerleaders appearedand chanted for 20 seconds after each block. The participants were required to complete otherwise the same task as thecontrol condition. The order of conditions was counterbalanced. The percentages of errors of estimated time was 4.229.58,-24.318.81, -24.9117.06, -22.4921.83 for 1, 3, 5 and 10 second of target durations in the control condition. Those valueswere 16.1322.54, -10.7716.22, -11.878.95 and -12.385.74 in the testing condition. In summary, the chants increased theduration participants produced.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5kk277n1", "frozenauthors": [ { "first_name": "Yoshiko", "middle_name": "", "last_name": "Yabe", "name_suffix": "", "institution": "NTT Communication Science Laboratories", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "Watanabe", "name_suffix": "", "institution": "NTT Communication Science Laboratories", "department": "" }, { "first_name": "Ko", "middle_name": "", "last_name": "Yoshino", "name_suffix": "", "institution": "Nara Medical University", "department": "" }, { "first_name": "Makio", "middle_name": "", "last_name": "Kashino", "name_suffix": "", "institution": "NTT Communication Science Laboratories", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29562/galley/19422/download/" } ] }, { "pk": 30147, "title": "The effect of context on decisions:Decision by sampling based on probabilistic beliefs", "subtitle": null, "abstract": "Previous studies have shown that people’s decisions are af-fected by context in various ways, even when they are providedwith the same or analogous information. In the present study,we analyzed decisions based on verbally expressed probabilis-tic phrases (verbal probabilities) and examined how contextualfactors affected such decisions. In particular, we focused on thedifference in contexts that produced different probabilistic be-liefs with regards to uncertain events. We hypothesized thatsuch contextual effects could be explained in terms of a Deci-sion by Sampling (DbS) account (Stewart et al., 2006). In orderto examine our hypothesis, we proposed a modified version ofDbS, Decision by Belief Sampling (DbBS), and conducted be-havioral experiment about decision making. In this experiment,we set different contexts that we expected to produce differentprobabilistic beliefs regarding uncertain events for decision-makers and examined how such differences affected decisionmaking. Results showed that decisions were significantly af-fected by the variation in contexts, and DbBS well explainedsuch effects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "verbal probabilities; Decision by Sampling (DbS);directionality of verbal probabilities; contextual effects in de-cision making" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8bg0q0f8", "frozenauthors": [ { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "Otemon Gakuin University", "department": "" }, { "first_name": "Toshihiko", "middle_name": "", "last_name": "Matsuka", "name_suffix": "", "institution": "Chiba University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30147/galley/20001/download/" } ] }, { "pk": 30011, "title": "The Effect of Document Structure on Non-Native Readers in Web DocumentReading for Information Acquisition", "subtitle": null, "abstract": "While it is known that document design affects the reading process (Schriver, 1997), there are few studies on how designelements influence non-native readers’ reading. We conducted a study to examine how native and non-native (NN) readersread Japanese web documents with different structures (networked, hierarchical, and relational) using eye-tracking andhow differences in reading affect information lookup and comprehension evaluated by performance and comprehensiontests. We used municipal documents currently made available on the Web by local governments in Japan. Seven nativeand eight NN Japanese readers took part in the study. The results show that native readers are not influenced by differencesin document structure. NN readers, on the other hand, showed different patterns of reading depending on the documentstructure, and better information look up performance when they read documents with a relational structure. This seemsto be related to the amount of information available.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4387w9hp", "frozenauthors": [ { "first_name": "Sangmin", "middle_name": "", "last_name": "Han", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Kyo", "middle_name": "", "last_name": "Kageura", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30011/galley/19865/download/" } ] }, { "pk": 29930, "title": "The Effect of Knowledge about a Group on Perceived Group Variability and\nCertainty about Stereotype-Based Inferences", "subtitle": null, "abstract": "People often learn about categories, particularly social\ncategories, based on biased information. Unless people are\nable to correct for this, they may develop biased beliefs and\ninferences about these categories. The current research\nexamines if potentially biased information about social groups\nmakes groups appear more homogeneous, and makes people\nmore confident in their inferences about group members. Two\nsources of biases are considered: due to lacking first-hand\nexperience with a group, or due to having second-hand\ninformation from the media or other people. Both sources\nmade groups appear more homogeneous, suggesting that\ninformation biases were present and not corrected for.\nHowever, only second-hand knowledge led to greater\nconfidence about group members, because, when people\nlacked first-hand knowledge, their uncertainty about the\ngroup average counteracted this effect. This highlights the\nimportance of understanding biases present in people’s\ninformation, and corrective processes that may allow people\nto continue to make unbiased inferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Categories; Inference; Stereotypes; Variability;\nHomogeneity; Certainty; Bias" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1w70t3gh", "frozenauthors": [ { "first_name": "Thalia", "middle_name": "H.", "last_name": "Vrantsidis", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "William", "middle_name": "A.", "last_name": "Cunningham", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29930/galley/19784/download/" } ] }, { "pk": 29815, "title": "The Effect of State Representations in Sequential Sensory Prediction: Introducingthe Shape Sequence Task", "subtitle": null, "abstract": "How do humans learn models supporting decision making?Reinforcement learning (RL) is a success story both in ar-tificial intelligence and neuroscience. Essential to these RLmodels are state representations. Based on what current statean animal or artificial agent is in, they learn optimal actionsby maximizing future expected reward. But how are humansable to learn and create representations of states? We introducea novel sequence prediction task with hidden structure whereparticipants have to combine learning and memory to find theproper state representation, without the task explicitly indicat-ing such structure. We show that humans are able to find thispattern, while a sensory prediction error version of RL cannot,unless equipped with appropriate state representations. Fur-thermore, in slight variations of the task, making it more diffi-cult for humans, the RL-derived model with simple state rep-resentations sufficiently describes behaviour and suggests thathumans fall back on simple state representations when a moreoptimal task representation cannot be found. We argue thistask allows to investigate previously proposed models of stateand task representations as well as supporting recent resultsindicating that RL describes a more general sensory predictionerror function for dopamine, rather than predictions focussedsolely on reward.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reinforcement learning; state representation; sen-sory prediction error; computational modelling; human exper-iment" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xm0s8pg", "frozenauthors": [ { "first_name": "Henrik", "middle_name": "", "last_name": "Siljebrat", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Alan", "middle_name": "", "last_name": "Pickering", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29815/galley/19669/download/" } ] }, { "pk": 29455, "title": "The Effects of Feature Verbalizablity on Category Learning", "subtitle": null, "abstract": "This study intended to investigate the effects of varying factorson the use of verbal and implicit classification systems whenlearning novel categories in an interactive video gameenvironment by measuring the effects of feature type (easy vsdifficult to describe verbally). Verbal and implicitclassification were operationalized by measuring rule-basedand family resemblance strategy use respectively. Thisexperiment found that participants presented with stimuli thatwere easy to describe verbally were more likely to use rule-based classification, while participants presented with stimulithat were difficult to describe verbally showed no preferencefor one form of classification. The results of this study open upa novel field of research within category learning, furtherexploring the effects of feature verbalizablity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning" }, { "word": "COVIS theory" }, { "word": "featureverbalizablity" } ], "section": "Categorization", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/019143kt", "frozenauthors": [ { "first_name": "Bailey", "middle_name": "N.", "last_name": "Brashears", "name_suffix": "", "institution": "Western University", "department": "" }, { "first_name": "John", "middle_name": "Paul", "last_name": "Minda", "name_suffix": "", "institution": "Western University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29455/galley/19315/download/" } ] }, { "pk": 29845, "title": "The effects of mindfulness meditation and relaxation on brain activity", "subtitle": null, "abstract": "Meditation aims to improve ones psychological capacities by encouraging a calm and focused mind. Studies have ob-served positive benefits of meditation on health and cognition, such as reduced anxiety and enhanced executive control.Meditation has even been shown to alter brain structure and function. These benefits are mainly observed in long-termmeditators, with few studies examining the effects of short-term meditation. The current study investigated whether thereare immediate benefits of meditation. Electroencephalography was recorded while cognitive tasks were completed, wealso collected subjective well-being measures before and after exposure to either a brief meditation or a relaxation story.Post-intervention reaction time was shorter in meditators compared to the relaxation story. Both groups exhibited increasedwell-being, smaller N2s, and larger P3bs post-intervention. These results suggest that while mindfulness meditation mayimprove conflict monitoring, both interventions appear to improve well-being. Overall, there may be immediate benefitsof meditation for even novice meditators.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/98532682", "frozenauthors": [ { "first_name": "Cassandra", "middle_name": "", "last_name": "Morrison", "name_suffix": "", "institution": "University of Ottawa", "department": "" }, { "first_name": "Ashvent", "middle_name": "", "last_name": "Malik", "name_suffix": "", "institution": "University of Ottawa", "department": "" }, { "first_name": "Vanessa", "middle_name": "", "last_name": "Taler", "name_suffix": "", "institution": "University of Ottawa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29845/galley/19699/download/" } ] }, { "pk": 29978, "title": "The Emergence and Propagation of Online Slang", "subtitle": null, "abstract": "Slang is a common socio-linguistic phenomenon, but how slang emerges and propagates is poorly understood. We explorethis problem by analyzing longitudinal data from 1,000 Reddit communities over the past decade. We consider socialand linguistic factors pertaining to the emergence and propagation of recently emerged online slang. We show that whilelinguistic factors can be relevant, social factors play a more important role in predicting the emergence and propagation ofonline slang. We find community size to be the dominant factor in the emergence of novel slang terms and user mobilityto be the most critical factor in the widespread propagation of slang.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2fq754qv", "frozenauthors": [ { "first_name": "Zhewei", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yizhan", "middle_name": "", "last_name": "Jiang", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29978/galley/19832/download/" } ] }, { "pk": 29564, "title": "The Emergence of Action-grounded Compositional Communication", "subtitle": null, "abstract": "Classical models of the emergence of compositionality in communication focused on the compositional nature of the en-vironment (Cangelosi, 2001; Cornish et al., 2008). Here we advance a model in which compositional structure emergesfrom integrating environments properties with agents actions. We take as a starting point Cangelosis (2001) model, wherea population of agents searched for edible mushrooms. Given opportunity to communicate, they evolved a system inwhich combinations of signs were sensorily grounded in combinations of mushroom properties. We modify this modelby grounding the communication also in agents’ actions. With this, we are able to evolve communication systems con-taining meaningful compositions of mushroom properties and agent actions. We investigate how such compositions canfacilitate a) learning the communication protocol, b) learning the adequate behavior policy. This kind of sensory-motorcompositionality seems better suited for coordinating navigation in dynamic environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51k7n38d", "frozenauthors": [ { "first_name": "Micha", "middle_name": "", "last_name": "Niklewski", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Krzysztof", "middle_name": "", "last_name": "Gwka", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Joanna", "middle_name": "", "last_name": "Wiszowata", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Vibhesh", "middle_name": "", "last_name": "Kaul", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Tomasz", "middle_name": "", "last_name": "Korbak", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Joanna", "middle_name": "", "last_name": "Rczaszek-Leonardi", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Zubek", "name_suffix": "", "institution": "University of Warsaw", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29564/galley/19424/download/" } ] }, { "pk": 29414, "title": "The Emotion-Induced Belief Amplification Effect", "subtitle": null, "abstract": "Exposure to images constitutes a ubiquitous day-to-dayexperience for most individuals. From mass-media exposure,to engagement with social-networking sites, to educationalcontexts, we are bombarded with images. Here, we explore theeffect that emotional images have on belief endorsement. Toinvestigate this effect, we test whether statements accompaniedby emotionally arousing images become more or lessbelievable than the same statements when they areaccompanied by neutral images or by no images. We find thatemotional images increase statement believability (Experiment1, replicated in preregistered Experiment 2). We discuss theimplications of this finding in the context of interventionsaimed at reducing misinformation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "belief update; misinformation; emotional arousal" } ], "section": "Emotions and Beliefs", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0z57k20z", "frozenauthors": [ { "first_name": "Madalina", "middle_name": "", "last_name": "Vlasceanu", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jacob", "middle_name": "", "last_name": "Goebel", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Alin", "middle_name": "", "last_name": "Coman", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29414/galley/19274/download/" } ] }, { "pk": 29454, "title": "The evolution of category systems within and between learners", "subtitle": null, "abstract": "How do cumulative cultural evolution and individual learningdiffer? In an abstract computational sense, both are optimisa-tion processes that search a space of possible explanations andprevious work has identified deep parallels in the mathematicalmodels used to describe them (Suchow, Bourgin, & Griffiths,2017). However, there are obvious differences as well: forexample, individual learning involves a single agent charac-terised by one set of prior beliefs, representational capabilities,and so forth, while cultural evolution involves multiple agentswho may vary along these factors. We argue that this differ-ence implies that the process of cumulative cultural evolutionshould involve searching a more restricted set of hypothesesand converge on simpler ones. In two iterated category learn-ing experiments, we test this prediction and find that transmis-sion chains composed of single individuals, who learn basedon their previous performance, consider both a wider varietyand more complex categorisation schemas than do chains in-volving multiple people.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cumulative cultural evo-lution; learning; complexity" }, { "word": "categorisation" } ], "section": "Categorization", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66h2j82w", "frozenauthors": [ { "first_name": "Vanessa", "middle_name": "", "last_name": "Ferdinand", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29454/galley/19314/download/" } ] }, { "pk": 30104, "title": "The face inversion effect and the anatomical mapping from the visual field to theprimary visual cortex", "subtitle": null, "abstract": "The face-inversion effect, or the drastic decrease in accuracyseen when a participant is asked to identify inverted faces whencompared to upright faces, is an effect that is not found in objectinversion. Here we suggest a new explanation of this effect usingcomputational models to show that the phenomenon can beexplained by the anatomical mapping from the visual field toprimary visual cortex. We propose that the way inverted faces aremapped onto the cortex is fundamentally different from the wayupright faces are mapped. Our work first shows the advantages ofthis mapping due to its scale and rotation invariance when used asinput to a convolutional neural network. We train the network toperform recognition tasks and show it exhibits scale andrealistically constrained rotation invariance. We then confirm thatthe decline in accuracy seen when a participant is asked to identifyinverted faces is not seen in the network with inverted objectrecognition tasks. With the support of these two findings, we testthe face-inversion effect on our network and are able to show theunique decline in accuracy, suggesting that the way the visual fieldis mapped onto the primary visual cortex is a key facet in themanifestation of this effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Face-inversion effect; object inversion; scaleinvariance; rotation invariance; log polar transformation." } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3nt003mc", "frozenauthors": [ { "first_name": "Martha", "middle_name": "", "last_name": "Gahl", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Meilu", "middle_name": "", "last_name": "Yuan", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" }, { "first_name": "Arun", "middle_name": "", "last_name": "Sugumar", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30104/galley/19958/download/" } ] }, { "pk": 30096, "title": "The fine structure of surprise in intuitive physics: when, why, and how much?", "subtitle": null, "abstract": "We are surprised when events violate our intuitive physicalexpectations. Even infants look longer when things seem tomagically teleport or vanish. This important surprise signalhas been used to probe what infants expect, in order to studythe most basic representations of objects. But these studiesrely on binary measures – an event is surprising, or not. Here,we study surprise in a more precise, quantitative way, usingthree distinct measures: we ask adults to judge how surprisinga scene is, when that scene is surprising, and why it is surpris-ing. We find good consistency in the level of surprise reportedacross these experiments, but also crucial differences in theimplied explanations of those scenes. Beyond this, we showthat the timing and degree of surprise can be explained by anobject-based model of intuitive physics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intuitive physics; Surprise; Violation of expecta-tion; Generative models" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07t8021w", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "A.", "last_name": "Smith", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Lingjie", "middle_name": "", "last_name": "Mei", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Shunyu", "middle_name": "", "last_name": "Yao", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jiajun", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Spelke", "name_suffix": "", "institution": "Center for Brains, Minds, & Machines", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tomer", "middle_name": "D.", "last_name": "Ullman", "name_suffix": "", "institution": "Center for Brains, Minds, & Machines", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30096/galley/19950/download/" } ] }, { "pk": 29559, "title": "The “Fraction Sense” Emerges from a Deep Convolutional Neural Network", "subtitle": null, "abstract": "Fractions are a critical building block for the development ofhuman mathematical cognition, but the origins of this conceptare not well-understood. Recent work has found that a wholenumber sense is present in deep convolutional neural networks(DCNNs) pre-trained for object recognition and uses them asa model for investigating human numerical cognition. Do DC-NNs also have a fraction sense? If so, is it dependent or in-dependent of whole number processing? We investigated theneural sensitivity of a pretrained DCNN to both whole num-bers and fractions. We replicated and extended previous re-search that the sense of whole number emerges in a differentDCNN architecture. Further, we showed that DCNN is alsosensitive to fraction value, i.e., the ratio of numerosities. Test-ing this model, our results suggest that the fraction sense relieson the whole number sense.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "deep convolutional neural network; emergentsense of number; ratio-processing system; approximate num-ber system" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kd4t919", "frozenauthors": [ { "first_name": "Yun-Shiuan", "middle_name": "", "last_name": "Chuang", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Edward", "middle_name": "M.", "last_name": "Hubbard", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Joseph", "middle_name": "L.", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29559/galley/19419/download/" } ] }, { "pk": 29883, "title": "The iconicity of random words", "subtitle": null, "abstract": "Mounting evidence suggests that people make use of non-arbitrary relationships between word form and meaning (e.g.,rounded vowels and rounded shapes) when determining the meaning of a novel word. Typically, these studies use carefullyselected materials to maximize iconic relationships between word forms and meanings. Can people make use of form-meaning resemblances for randomly selected word-forms? We gave 21 groups of undergraduates 40 randomly generatednonce words and asked them to draw a creature for each word such that a nave viewer could reliably match the creature-drawing back to the word that motivated it. Despite the words being selected randomly and filtering out any reliance onexisting English words, drawings were routinely matched back by nave participants (n=222) at rates well above chance.We discuss possible explanations for what makes certain words fit an especially good fit for certain drawings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52v9159g", "frozenauthors": [ { "first_name": "Charles", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29883/galley/19737/download/" } ] }, { "pk": 30187, "title": "The impact of context and content similarity on risky choices: Insights from amemory-component model for decisions from experience", "subtitle": null, "abstract": "How do different memory components impact risky choices? We developed a computational model that unifies compo-nents from memory research with decisions from experience. Our model chooses options based on expectations, observesoutcomes, stores them in memory, and forms new expectations based on observed outcomes. Their memory activationresults from recent encounters, binding outcomes to the context of options, and encoding according to similarity to exist-ing representations, and impacts how much each outcome drives new expectations. We tested the model on data from amulti-armed bandit task: Participants chose repeatedly between three options and received outcome feedback. Two coreoptions appeared in two choice sets with different third options. Core options were chosen less often when they wereaccompanied by similar (compared with dissimilar) third options. The model matched choice-proportion levels, direction,and size of this similarity effect. We present Bayesian estimates for memory components and discuss implications fortheory advancement.", "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/6706d37n", "frozenauthors": [ { "first_name": "Hanna", "middle_name": "", "last_name": "Fechner", "name_suffix": "", "institution": "University of Basel", "department": "" }, { "first_name": "Jrg", "middle_name": "", "last_name": "Rieskamp", "name_suffix": "", "institution": "University of Basel", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30187/galley/20041/download/" } ] }, { "pk": 29671, "title": "The Impact of Mobile Usage Patterns on Risk-Taking Behavior", "subtitle": null, "abstract": "Among the popular press, excessive smartphone usage is often broadcast as being associated with adverse outcomes, in-cluding greater risk taking, poor social adjustment, and impaired cognitive functioning. However, there is scant empiricalevidence that supports these claims. Our study investigated whether the duration of smartphone ownership (exposure)affects smartphone usage pattern (screen-time), and whether their interaction is associated with risk-taking behavior (Ben-thin Risk Perception questionnaire). We found that those with lower screen-time reported engaging in a higher frequencyof risky activities like vandalism of property, B = -4.80, SE = 1.65, t = -2.91, p ¡ 0.01. Screen-time was inversely asso-ciated with risk taking among individuals characterized by less exposure, B=4.66, SE=2.01, t=2.32, p=0.03. Altogether,these early findings illustrate how the impact of screen-time on real-life behaviors may not be as one-sided as mass mediaportrays.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5v23c539", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Chiu", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Staci", "middle_name": "Meredith", "last_name": "Weiss", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Erin", "middle_name": "", "last_name": "Knotek", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Chein", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29671/galley/19528/download/" } ] }, { "pk": 29879, "title": "The impact of semantic versus perceptual attention on memory representation", "subtitle": null, "abstract": "Encoding new information in relation to existing knowledgebenefits learning. However, integration into existingknowledge might also lead to false memories for similar—butnever-studied—information. Here, we asked whether certainattentional encoding states promote the integration of newinformation into prior knowledge, thereby enhancing memoryand elevating false alarms. We manipulated participants’attention to semantic versus perceptual features by cueing themto alternately make a judgment about the story (semantic) orartistic style (perceptual) of a series of pictures. We then usedan old/new recognition test—which included new illustrationsdepicting studied stories or artistic styles (lures)—to assesswhether story attention increased false alarms to story lures,representing integration into story knowledge. We found thatsemantic attention benefited memory. However, whileintegration into prior semantic knowledge was high overall, itwas not impacted by attention. These findings suggest thatwhile semantic attention improves memory, it does not do soby boosting integration of new memories into existingknowledge structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ds2v51p", "frozenauthors": [ { "first_name": "Sagana", "middle_name": "", "last_name": "Vijayarajah", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Eilidh", "middle_name": "", "last_name": "McAlister", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Margaret", "middle_name": "L.", "last_name": "Schlichting", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29879/galley/19733/download/" } ] }, { "pk": 29929, "title": "The impact of speech disfluencies on the believability and recall of sentences", "subtitle": null, "abstract": "It is well-established that when people process sentences fluently, they are more likely to believe the sentences are true.It has also been shown that sentences which include disfluencies improve peoples memory for the sentences content.We sought to test whether both of these effects were present simultaneously. In Experiment 1, we found that speechdisfluencies do not appear to always aid memory, but they do impact participants truth judgments. In Experiment 2 wefound that this impact on truth judgments may not be due to processing fluency, but rather due to reasoning about thespeakers certainty. We found a similar effect on truth judgments when participants were presented with sentences thatwere fluent but had rising (i.e. uncertain) intonation in comparison with falling intonation. In both cases, the effect waslocalized to only the sentences that had the cue, rather than to all sentences that the speaker produced.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kj9b62x", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Bibyk", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Lisa", "middle_name": "", "last_name": "Fazio", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Duane", "middle_name": "", "last_name": "Watson", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29929/galley/19783/download/" } ] }, { "pk": 29853, "title": "The influence of mismatched network topologies on learning across levels of thelanguage hierarchy", "subtitle": null, "abstract": "We test here the two-way influence of word and sentence level network topologies on learning. Participants viewed a self-paced stream of ”letters” in the form of novel glyphs. Glyphs were shown individually with words separated by spacesand sentences denoted with a prompt. In one condition, streams were generated via a walk along a scale-free graph at bothlevels, with nodes corresponding to either single glyphs (word level) or single words (sentence level). In a mismatchedcondition, sentences were generated from a graph with a scale-free degree distribution and words were instead generatedfrom a random graph. After exposure to the streams, participants completed familiarity judgments on words and sentences.Interestingly, performance on the word test was enhanced for participants exposed to mismatched topologies. Future workwill tease apart whether: (1) contrasting topologies boost learning; or (2) words that do not display scale-free degreedistribution are inherently easier to learn.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05q1k3kk", "frozenauthors": [ { "first_name": "Gwen", "middle_name": "", "last_name": "Wiegand", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" }, { "first_name": "Elisabeth", "middle_name": "", "last_name": "Karuza", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29853/galley/19707/download/" } ] }, { "pk": 29972, "title": "The Influence of Negated Causal Information on Pronoun Disambiguation", "subtitle": null, "abstract": "The disambiguation of pronouns is a complicated process that has been shown to be influenced by both linguistic andcognitive factors. In particular, readers prefer an interpretation that is causally likely. For example, in the sentence pairJohn accused Mark of stealing a car. He called the police, readers judge that the antecedent of he is more likely to beJohn than Mark because of the perceived causal link between the accusation and calling the police. I will describe newresults that explore how the presence of negation affects such interpretations (e.g., He did not call the police). While,as expected, negation disrupts the perceived causal link, this disruption does not affect the choice of antecedent (John isstill the preferred antecedent). This suggests that readers identify the unnegated causal relationship when interpreting thenegated sentence. The implication of this result to models of pronoun disambiguation will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xb3h8vx", "frozenauthors": [ { "first_name": "Eyal", "middle_name": "", "last_name": "Sagi", "name_suffix": "", "institution": "University of St. Francis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29972/galley/19826/download/" } ] }, { "pk": 30117, "title": "The language of causation", "subtitle": null, "abstract": "People use varied language to express their causal understand-ing of the world. But how does that language map onto peo-ple’s underlying representations, and how do people choosebetween competing ways to best describe what happened? Inthis paper we develop a model that integrates computationaltools for causal judgment and pragmatic inference to addressthese questions. The model has three components: a causalinference component which computes counterfactual simula-tions that capture whether and how a candidate cause madea difference to the outcome, a literal semantics that mapsthe outcome of these counterfactual simulations onto differentcausal expressions (such as “caused”, “enabled”, “affected”,or “made no difference”), and a pragmatics component thatconsiders how informative each causal expression would befor figuring out what happened. We test our model in an ex-periment that asks participants to select which expression bestdescribes what happened in video clips depicting physical in-teractions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causality; language; counterfactuals; pragmatics;intuitive physics." } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07d3n8s6", "frozenauthors": [ { "first_name": "Ari", "middle_name": "", "last_name": "Beller", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Erin", "middle_name": "", "last_name": "Bennett", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30117/galley/19971/download/" } ] }, { "pk": 29399, "title": "The latent factor structure of developmental change in early childhood", "subtitle": null, "abstract": "Piaget proposed that development proceeded in stages; morerecently researchers have proposed modular theories in whichdifferent abilities develop on their own timetable. Despite theabundance of theory, there is little empirical work on the struc-ture of developmental changes in early childhood. We inves-tigate this question using a large dataset of parent-reporteddevelopmental milestones. We compare a variety of factor-analytic item response theory models and find that variationin development from birth to 55 months of age is best de-scribed by a model with three distinct dimensions. We alsofind evidence that dimensionality increases across age, withthe youngest children described by a two-factor model. Theseresults provide a model-based method for linking holistic de-scriptions of early development to basic theoretical questionsabout the nature of change in childhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "child development; milestones; item response the-ory; model comparison" } ], "section": "Facets of Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1j4225wf", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "A.", "last_name": "Stenhaug", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29399/galley/19259/download/" } ] }, { "pk": 29924, "title": "The limits of learning to learn", "subtitle": null, "abstract": "Learning to learn is a reduction in the amount of training neededfor task attainment across a series of similar tasks. Transferdifferentiates (adult) humans from other species, portending awindow into unique aspects of human learning. However, itsunclear whether such differences are quantitative, or qualitativeand what it means for the evolution/development of cognition.In this paper, learning is regarded as a (categorical) limit. Alimit is a universal construction, and so transfer follows froma (generalized) optimization process. This result provides aformal basis for comparison/contrast of learning transfer in hu-mans and other species—another step to bringing the empiricalquestion into sharper relief.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Learning to learn; learning set transfer; relationalschema induction; category theory; category; functor; limit" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04x3b7zw", "frozenauthors": [ { "first_name": "Steven", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "National Institute of Advanced Industrial Science and Technology (AIST)", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29924/galley/19778/download/" } ] }, { "pk": 29557, "title": "The Meaning-Sound Systematicity Also Found in the Korean Language", "subtitle": null, "abstract": "Recent studies of meaning-sound systematicity haveconsistently found a small but significant positive correlationbetween semantics and phonology. The current study addsfurther evidence from an etymologically distinct language,Korean. Through multiple methods, the study shows thatsimilar sounds tend to have similar meanings in Koreanmonosyllables. Several cultural aspects of the language are alsoquantified. Pure Korean words return stronger meaning-soundcorrelation than Sino-Korean words, which is attributable tothe higher portion of homonyms in Sino-Korean. The mostfrequent words show the strongest systematicity, whichpermeates all of the monosyllables. Certain types of vowelsseem to contribute to this effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "systematicity" }, { "word": "meaning-sound mapping" }, { "word": "Korean" }, { "word": "homonymy" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1kz9s2qc", "frozenauthors": [ { "first_name": "Hana", "middle_name": "", "last_name": "Jee", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Monica", "middle_name": "", "last_name": "Tamariz", "name_suffix": "", "institution": "Heriot-Watt University", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Shillcock", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29557/galley/19417/download/" } ] }, { "pk": 29580, "title": "The method of loci is an optimal policy for memory search", "subtitle": null, "abstract": "The method of loci is a powerful mnemonic technique for memorizing a list of unrelated items. With a pre-specified routein a familiar ”memory palace”, one can encode material by attaching items to loci along this route, and later effectivelyrecall them by mentally walking along the same route. Despite its efficacy, there is no existing model that explains whythe method of loci promotes memory improvement during memory search. To fill this gap, we provide a rational accountof why the method of loci improves memory. We define memory search as a task with the goal of minimizing retrievalcost, and demonstrate that the method of loci gives an optimal policy for this task. We discuss the implications of thisresult, and compare it with models of memory search without using mnemonic techniques.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5qm844r4", "frozenauthors": [ { "first_name": "Qiong", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Norman", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29580/galley/19439/download/" } ] }, { "pk": 30060, "title": "The One-Voice Expert", "subtitle": null, "abstract": "Producing and processing speech involves complex feedbackloops of sensory and motor signals. Vocal sounds are par-tially processed as a movement affordance, allowing us to learnspeaking patterns through imitation, which can be beneficialfor language learning. In this study, we examine this pro-cess as a type of social embodiment illusion — the blurringof boundaries between self and other. Participants performedan altered version of a theatrical game called the ‘one-voiceexpert’, where they improvised speech in same-gender dyads.Unlike previous studies, we looked separately at the effectsof simultaneousness (‘speaking at the same time’) and syn-chronicity (‘saying the same thing’). These two variables werefound to influence vocal characteristics and self-voice recog-nition in a distinct way, with synchronicity leading to strongerpitch adaptation and simultaneousness to suppression of pho-netic convergence. We conclude that linking embodiment pro-cesses to joint speech in real world social interactions could bea promising new conceptual framework, with possible applica-tions for language learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "voice; speech; social bonding; multisensory inte-gration; phonetic convergence; embodiment; envoicement;" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7p37x5mq", "frozenauthors": [ { "first_name": "Lisa", "middle_name": "Evelyn", "last_name": "Rombout", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Postma-Nilsenov ́a", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30060/galley/19914/download/" } ] }, { "pk": 29481, "title": "The Paradox of Time in Dynamic Causal Systems", "subtitle": null, "abstract": "Recent work has shown that people use temporal informationincluding order, delay, and variability to infer causality be-tween events. In this study we build on this work by investi-gating the role of time in dynamic systems, where causes takecontinuous values and also continually influence their effects.Recent studies of learning in these systems explored short in-teractions in a setting with comparatively rapidly evolving dy-namics and modeled people as relying on simpler, resource-limited strategies to grapple with the stream of information(Davis et al., 2020). A natural question that arises from such anaccount is whether interacting with systems that unfold moreslowly might reduce the systematic errors that result from thesestrategies. Paradoxically, we find that slowing the task indeedreduced the frequency of one type of error, but increased the er-ror rate overall. To capture the differences between conditions,we introduce a novel Causal Event Segmentation model basedon the notion that people compress the continuous scenes intoevents and use these to drive structure inference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal learning; time; continuous; event cogni-tion; interventions" } ], "section": "Concepts and Systems", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3th6934j", "frozenauthors": [ { "first_name": "Zachary", "middle_name": "J.", "last_name": "Davis", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Bramley", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Bob", "middle_name": "", "last_name": "Rehder", "name_suffix": "", "institution": "NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29481/galley/19341/download/" } ] }, { "pk": 29444, "title": "The Perceptimatic English Benchmark for Speech Perception Models", "subtitle": null, "abstract": "We present the Perceptimatic English Benchmark, an open ex-perimental benchmark for evaluating quantitative models ofspeech perception in English. The benchmark consists of ABXstimuli along with the responses of 91 American English-speaking listeners. The stimuli test discrimination of a largenumber of English and French phonemic contrasts. They areextracted directly from corpora of read speech, making themappropriate for evaluating statistical acoustic models (such asthose used in automatic speech recognition) trained on typicalspeech data sets. We show that phone discrimination is corre-lated with several types of models, and give recommendationsfor researchers seeking easily calculated norms of acoustic dis-tance on experimental stimuli. We show that DeepSpeech,a standard English speech recognizer, is more specialized onEnglish phoneme discrimination than English listeners, and ispoorly correlated with their behaviour, even though it yields alow error on the decision task given to humans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "benchmarks; speech perception; acoustic dis-tance; speech recognition" } ], "section": "Speech and Phonetics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qp7f5jb", "frozenauthors": [ { "first_name": "Juliette", "middle_name": "", "last_name": "Millet", "name_suffix": "", "institution": "Universite de Paris", "department": "" }, { "first_name": "Ewan", "middle_name": "", "last_name": "Dunbar", "name_suffix": "", "institution": "Universite de Paris", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29444/galley/19304/download/" } ] }, { "pk": 29552, "title": "The Perception-Action Loop in a Predictive Agent", "subtitle": null, "abstract": "We propose an agent model consisting of perceptual and pro-prioceptive pathways. It actively samples a sequence of per-cepts from its environment using the perception-action loop.The model predicts to complete the partial percept and propri-ocept sequences observed till each sampling instant, and learnswhere and what to sample from the prediction error, withoutsupervision or reinforcement. The model is exposed to twokinds of stimuli: images of fully-formed handwritten numer-als/alphabets, and videos of gradual formation of numerals.For each object class, the model learns a set of salient locationsto attend to in images and a policy consisting of a sequence ofeye fixations in videos. Behaviorally, the same model givesrise to saccades while observing images and tracking whileobserving videos. The proposed agent is the first of its kindto interact with and learn end-to-end from static and dynamicenvironments to generate realistic handwriting with state-of-the-art performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Agent; Multimodal; Proprioception; Perception;Attention; Saccade; Tracking." } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8rz8q1kz", "frozenauthors": [ { "first_name": "Murchana", "middle_name": "", "last_name": "Baruah", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Bonny", "middle_name": "", "last_name": "Banerjee", "name_suffix": "", "institution": "University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29552/galley/19412/download/" } ] }, { "pk": 30029, "title": "The Picture Guessing Game:The Role of Feedback in Active Artificial Language Learning", "subtitle": null, "abstract": "Language is acquired within a complex, interactiveenvironment. A key question for cognitive science is whetherand how different types of environmental cues might affectthe learning and processing of language. In this paper, weexplore the role of feedback as a possible cue in a novelactive artificial language learning task: The Picture GuessingGame. Subjects were instructed to guess which scenecorrectly displayed the meaning of a spoken sequence ofunfamiliar monosyllabic words. After their response, eitherpositive, negative, or no feedback was provided. Theprediction was that feedback would help the subject toeventually learn the vocabulary, syntax, and semantics of theartificial language. The results indeed showed that feedback(both positive and negative) is beneficial and necessary toattain a certain level of learning. Interestingly, the datashowed that positive feedback may be particularly helpful forthe learner, promoting more in-depth learning of the artificiallanguage.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "artificial language learning; feedback; languageacquisition; multiple-cue integration" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xr5s69n", "frozenauthors": [ { "first_name": "Felicity", "middle_name": "F.", "last_name": "Frinsel", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Fabio", "middle_name": "", "last_name": "Trecca", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30029/galley/19883/download/" } ] }, { "pk": 29921, "title": "The Plausible Impossible: Graded Notions of Impossibility Across Cultures", "subtitle": null, "abstract": "Events that violate the laws of nature are, by definition,\nimpossible, but recent research suggests that people view some\nviolations as “more impossible” than others (Shtulman &\nMorgan, 2017). When evaluating the difficulty of magic spells,\nAmerican adults are influenced by seemingly irrelevant\nconsiderations, judging, for instance, that it would be more\ndifficult to levitate a bowling ball than a basketball even\nthough weight should no longer be a consideration if contact is\nno longer necessary for support. Here, we explore these effects\nin a non-Western context—China—where magical events are\nrepresented differently in fiction and reasoning styles are often\nmore holistic than analytic. Across several studies, Chinese\nadults showed the same tendency as American adults to honor\nimplicit causal constraints when evaluating the plausibility of\nmagical events. These findings suggest that graded notions of\nimpossibility are shared across cultures, possibly because they\nare a byproduct of causal knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal reasoning; magical reasoning; naive\ntheories; fiction; imagination" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56m6v3nh", "frozenauthors": [ { "first_name": "Tianwei", "middle_name": "", "last_name": "Gong", "name_suffix": "", "institution": "Beijing Normal University", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Shtulman", "name_suffix": "", "institution": "Occidental College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29921/galley/19775/download/" } ] }, { "pk": 30158, "title": "The Processing of German Verb-Object Metaphors", "subtitle": null, "abstract": "Competing accounts of metaphor processing makedifferentiating predictions regarding the role of a metaphor’selements: While some claim that the elements are role-neutral,others believe them to play different roles from the get-go. Wetested these predictions with an investigation of German verb-object metaphors such as Sebastian füttert eine Prinzessin(‘Sebastian feeds a princess’). Results are in line with accountsthat posit different roles for a metaphor’s elements.Additionally, we investigated the distinctive influence ofcontext and a verb’s selectional preferences when anticipatinga post-verbal object. The findings show that participantsanticipate an upcoming object less when these two factors clash(i.e., when context and a verb’s selectional preferences pointtowards different objects), compared to when they are aligned(i.e. when they point towards anticipating the same object).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metaphor processing; eye-tracking; visual worldparadigm; experimental pragmatics; situated sentencecomprehension" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vs884fw", "frozenauthors": [ { "first_name": "Camilo", "middle_name": "Rodríguez", "last_name": "Ronderos", "name_suffix": "", "institution": "Humboldt-Universität zu Berlin", "department": "" }, { "first_name": "Ernesto", "middle_name": "", "last_name": "Guerra", "name_suffix": "", "institution": "Universidad de Chile", "department": "" }, { "first_name": "Pia", "middle_name": "", "last_name": "Knoeferle", "name_suffix": "", "institution": "Humboldt-Universität zu Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30158/galley/20012/download/" } ] }, { "pk": 29862, "title": "The Rainbow Mnemonic Improves Recall in Preschool Children", "subtitle": null, "abstract": "Mnemonic devices aid recall. However, little research has\nexplored their use with preschool-aged children. The present\nstudies examined whether a new peg-type mnemonic technique\n(rainbow mnemonic) could be used to improve memory in\npreschool children. Item cards, which displayed a picture and\nits label, were studied alongside colored cards, and this\ncondition was compared to a control condition in which\nchildren were left to their own devices to study the item cards.\nIn Experiment 2, the rainbow mnemonic was also compared to\na condition in which the children did not have access to the\ncolor cues during study or recall. The experiments revealed\nthat the rainbow mnemonic could improve recall for preschool\nchildren as compared to control. This study demonstrates the\neffectiveness of a novel peg-type technique with preschool-\naged children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mnemonic; peg-word; peg-type; memory;\npreschool; learning" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sd5k764", "frozenauthors": [ { "first_name": "Elena", "middle_name": "", "last_name": "Ramlow", "name_suffix": "", "institution": "Hillsdale College", "department": "" }, { "first_name": "Jeri", "middle_name": "L.", "last_name": "Little", "name_suffix": "", "institution": "California State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29862/galley/19716/download/" } ] }, { "pk": 30189, "title": "The rational side of decision bias based on verbal probabilities", "subtitle": null, "abstract": "Verbal probabilistic expressions (verbal probabilities) contain a communicative function called directionality and can becategorized as positive (e.g., likely or probable) or negative (e.g., unlikely or doubtful) on the ba-sis of their directionality.Previous studies have demonstrated that the directionality of phrases affects decisions. In particular, people tend to be morerisk seeking when presented with positive phrases and risk averse when presented with negative phrases. The rationality(i.e., maximizing utility) of such seemingly biased decisions is examined in this study. We hypothesize that because aspeaker tends to choose a positive or negative expression on the basis of context, the selected phrase works as an adaptivecue for understanding the situational change, and that decision biases based on differences in expressions will lead tomore rational decision making. Computer simulations were conducted regarding decisions with uncertainty based onverbal probabilities. We found that despite speaker biases in probability judgments, miscommunication generated by thevagueness of verbal expressions, and individual differences in subjective values, biased deci-sion makers who changedtheir risk attitude on the basis of the directionality of verbal probabilities could make more decisions that were rationalthan could those who did not show such decision biases.", "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/6wr577sp", "frozenauthors": [ { "first_name": "Yuanqi", "middle_name": "", "last_name": "Gu", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "Yasuda Women’s University", "department": "" }, { "first_name": "Toshihiko", "middle_name": "", "last_name": "Matsuka", "name_suffix": "", "institution": "Chiba University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30189/galley/20043/download/" } ] }, { "pk": 29800, "title": "The Relation between Gist and Item Memory Over a Month", "subtitle": null, "abstract": "Memory requires both individuation of specific episodes aswell as extraction of gist across related experiences. Thisstudy developed a spatial memory paradigm to track changesin item memory (memory for specific locations) and gistmemory (estimate of the center of the locations) across aperiod of a month, and to measure the relation between thesetwo forms of memory. We found that item memories decayedcompared to gist memory after a month, yet there was apositive relationship between the two forms of memory thatpersisted. Moreover, item memories were biased towards gistmemory only after a month. These findings together indicatethat gist memory, initially extracted from item memories,gradually develops into a stable representation that can guideitem memory retrieval over longer durations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Consolidation; gist memory" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d4451m6", "frozenauthors": [ { "first_name": "Haiyun", "middle_name": "(Tima)", "last_name": "Zeng", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Alexa", "middle_name": "", "last_name": "Tompary", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Anna", "middle_name": "C.", "last_name": "Schapiro", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sharon", "middle_name": "L.", "last_name": "Thompson-Schill", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29800/galley/19654/download/" } ] }, { "pk": 30115, "title": "The Relevance of Subjective Benefits in Risky Choice Across ten Domains of Life", "subtitle": null, "abstract": "In risk-research, there are two traditions of measurement: the\nattribute-based and the vignette-based tradition. The attribute-\nbased approach focuses on the impact that the attributes (prob-\nabilities and outcomes) of risky options have on the processing\nof risk-related information. The vignette-based approach fo-\ncuses on responses to questions about contextualized situations\ninvolving risk. We bring these two approaches together here to\ninvestigate the stability of risk preferences and information\nprocessing in risky choice tasks across different contextualized\nsituations. To this end, we employ an evidence-based multi-\nattribute gamified risky choice task in a retest design. The re-\nsults (N = 226) show that risk propensities are very stable\nwithin domains across time. Participants’ explicit beliefs about\nrisks and returns did not accurately reflect the actual rank order\nof the costs and benefits of actions in the real world, which we\nobtained from statistical databases. Also, we find that that pro-\nspect theory’s risk-attitude parameters are mostly unrelated to\nthe risk-taking in the contextualized task, and that benefit per-\nceptions influence risk-taking, in line with a risk-return trade-\noff view on risk-taking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "domain-specific behavior; risky choice; risk pref-\nerences; prospect theory; cognitive modeling" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bt1v7s0", "frozenauthors": [ { "first_name": "Jana", "middle_name": "B.", "last_name": "Jarecki", "name_suffix": "", "institution": "University of Basel", "department": "" }, { "first_name": "Andreas", "middle_name": "", "last_name": "Wilke", "name_suffix": "", "institution": "Clarkson University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30115/galley/19969/download/" } ] }, { "pk": 30134, "title": "The Representational Formats of Cognition and Visual Perception and theirInterface: Part 1", "subtitle": null, "abstract": "I examine the representational formats of perceptual states andcognitive states related to perception, such as perceptual beliefsstored in long term memory, and argue, first, that despite theirimportant differences they both have an iconic ingredient.Then, I explain how this common iconic component ofperceptual and cognitive contents allow cognitive states tomodulate perceptual processing focusing on a recent argumentmade by Burnston (2017) to the effect that owing to theirdiffering representational formats cognition cannot affectdirectly perception.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analog/symbolic representation; representationalformats in memory; cognition/perception interaction" } ], "section": "Papers accepted as Talks, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95j9b90x", "frozenauthors": [ { "first_name": "Athanassios", "middle_name": "", "last_name": "Raftopoulos", "name_suffix": "", "institution": "University of Cyprus", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30134/galley/19988/download/" } ] }, { "pk": 29986, "title": "The representation of recursive center-embedded and cross-serial sequences inchildren and adults", "subtitle": null, "abstract": "The ability to represent recursive structures is thought to be foundational for language, music, mathematics, complex tooluse, and theory of mind. However, we do not currently know what type of computational machinery is used to representrecursive structures, or when this ability develops. Here we measure the developmental trajectory in young childrenusing a sequence generation task. We also test two proposed mechanisms for representing these structures: a stack-likedata structure a first-in-last-out structure in which only the last item can be accessed, and a queue-like data structurean ordered list that can only be accessed from its beginning. Each of these mechanisms make different predictions forwhat types of sequential structures should be easier to generate and have specific item-by-item response time signatures.We show evidence that both children and adults use a queue-like representational system which iteratively runs forwardssearches through a stored queue.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87b5q8qq", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "", "last_name": "Ferrigno", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Carey", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29986/galley/19840/download/" } ] }, { "pk": 29525, "title": "The Role of Eye Movement Consistency in Learning to Recognise Faces:Computational and Experimental Examinations", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Eye movement; face recognition; deep neuralnetwork; hidden Markov model; entropy" } ], "section": "Attention and Faces", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vk304fb", "frozenauthors": [ { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Jeehye", "middle_name": "", "last_name": "An", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Antoni", "middle_name": "B.", "last_name": "Chan", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29525/galley/19385/download/" } ] }, { "pk": 30142, "title": "The Role of Feedback and Post-Error Adaptations in Reasoning", "subtitle": null, "abstract": "Monitoring our errors enables humans to adapt behavior whenactions fail to result in desired outcomes. Post-error adaptationshave been studied extensively using simple laboratory taskswhere people typically slow down after errors. Few studies,however, examined such behavioral adaptations in morecomplex tasks such as reasoning. In two experiments weinvestigated how participants adapt their behavior based onevaluative feedback in syllogistic reasoning tasks.Experiment 1 demonstrates that participants’ likelihood to givea logically correct response increased throughout theexperiment when given feedback. This feedback effect waslimited to syllogisms that have no logical conclusion and thusmostly driven by an increase in participants’ “No validconclusion” responses. Experiment 2 investigates post-erroradaptations on a trial-level and shows that participants with ahigh accuracy slowed down after errors while participants witha low accuracy slowed down after correct responses.Implications on error-monitoring and reasoning research arediscussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "post-error adaptations; reasoning; feedback" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/440828jj", "frozenauthors": [ { "first_name": "Hannah", "middle_name": "", "last_name": "Dames", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Clemens", "middle_name": "", "last_name": "Schiebel", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30142/galley/19996/download/" } ] }, { "pk": 29593, "title": "The role of literary metaphors in aesthetic appreciation", "subtitle": null, "abstract": "Research on empirical aesthetics has only recently included the study of literary texts, and not yet addressed the roleplayed by metaphors. We first created alternative versions of modern poems devoid of literary metaphors but equal inother properties to the original poems. The former are perceived as more beautiful. Second, we had participants readsentences extracted from poems and recorded their reading times and beauty ratings. Sentences could be literal, containdead metaphors, conventional, novel or extremely novel metaphors. Increasingly more novel and creative metaphors leadto increasing aesthetic appreciation, showing a clear linear relationship. Even extremely novel metaphors are appreciated,despite being more difficult to read. These results are only partially in line with current theories. Finally, aestheticappreciation is only partially driven by increasing cognitive load: metaphoricity plays a more important and substantialrole. The contribution of our results to extant theories will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wt960g0", "frozenauthors": [ { "first_name": "Francesca", "middle_name": "", "last_name": "Citron", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Holly", "middle_name": "", "last_name": "Clarke", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Qishan", "middle_name": "", "last_name": "Liao", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Carina", "middle_name": "", "last_name": "Rasse", "name_suffix": "", "institution": "University of Klagenfurt", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29593/galley/19452/download/" } ] }, { "pk": 29677, "title": "The Same or Different? Capacity Limitations in Visual Imagery versus VisualMemory of Simple Structured Objects", "subtitle": null, "abstract": "Visual mental imagery and visual memory appear to utilise similar brain networks. However, limited research has in-vestigated how similar the systems are in terms of capacity limits. Capacity limits of visual working memory (VWM)and visual short-term memory (VSTM) have been the focus of considerable research, but to our knowledge none has at-tempted to ascertain the number of objects that can be simultaneously imagined. This study aimed to provide estimatesof imagery capacity and explore how this relates to the capacity of visual memory. Participants completed three tasks thatexplored imagination, VWM and VSTM, respectively. Set size was manipulated similarly in each task enabling modellingof imagination and visual memory capacity. Capacity estimates were similar in the two visual memory tasks and higherthan that of imagination. The relations between these tasks are discussed alongside the theoretical implications about themechanisms underpinning imagery and visual memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29s0d7sc", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Atkin", "name_suffix": "", "institution": "Nottingham Trent University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29677/galley/19534/download/" } ] }, { "pk": 29991, "title": "The Scaled Target Learning Model: A Novel Computational Model of the BalloonAnalogue Risk Task", "subtitle": null, "abstract": "The Balloon Analogue Risk Task (BART) is a sequential decision making paradigm that assesses risk-taking behavior.Several computational models have been proposed for the BART that accurately characterize risk-taking propensity. Anaspect of task performance that has proven challenging to model is the learning that develops from experiencing winsand losses across trials, which has the potential to provide further insight into risky decision making. The Scaled TargetLearning (STL) model was developed for this purpose. STL describes learning as adjustments to the pumping strategyin reaction to previous outcomes, and the size of adjustments reflects an individuals sensitivity to wins and losses. STLis shown to be sensitive to the learning elicited by experimental manipulations. In addition, the model matches or beststhe performance of three competing models in traditional model comparison tests (e.g., parameter recovery performance,predictive accuracy, sensitivity to risk-taking propensity). Findings are discussed in the context of the learning processinvolved in the task. By characterizing the extent to which people are willing to adapt their strategies based on pastexperience, STL provides a more complete depiction of the psychological processes underlying sequential risk-takingbehavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2nw1m85n", "frozenauthors": [ { "first_name": "Ran", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Jay", "middle_name": "", "last_name": "Myung", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29991/galley/19845/download/" } ] }, { "pk": 29841, "title": "The Semantic Network: Uncovering The Mechanisms that Build Organized WordKnowledge in Development", "subtitle": null, "abstract": "Language is rich in statistical regularities that capture meaningful, semantic links between words crucial for languagefluency. Words that can be combined to express meaningful ideas (e.g., drink-soda) reliably directly co-occur together,and words similar in meaning share patterns of co-occurrence (e.g. soda and milk share co-occurrence with drink). Here,we investigate whether children (4-year-olds) and adults can capitalize on these regularities to form new semantic linksbetween new and familiar words. Participants hear sentences in which new words directly co-occur or share co-occurrencewith familiar words. We then assess the formation of corresponding semantic links using an implicit, gaze-based measureand an explicit labeling measure. Results suggest that new semantic links form only from direct co-occurrence in chil-dren, and from both direct and shared co-occurrence in adults. This research is therefore uncovering the development ofmechanisms for building organized word knowledge from mere exposure to language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/94b813wt", "frozenauthors": [ { "first_name": "Apoorva", "middle_name": "", "last_name": "Vallampati", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Olivera", "middle_name": "", "last_name": "Savic", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29841/galley/19695/download/" } ] }, { "pk": 29446, "title": "The semantics of spatial demonstratives", "subtitle": null, "abstract": "Spatial demonstratives (words like this and that) are thought toprimarily be used for carving up space into a peripersonal andextrapersonal domain. However, when given a noun out ofcontext and asked to couple it with a demonstrative, speakerstend to use this for manipulable objects (small, harmless,inanimate), while non-manipulable objects (large, harmful,animate) are more likely to be coupled with that. Here, weextend these findings and map demonstrative use along a widespectrum of semantic features. We conducted a large-scale (N= 2197) experiment eliciting demonstratives for 506 words,rated across 65+11 perceptually and cognitively relevantsemantic dimensions. We replicated the findings thatdemonstrative choice is influenced by object manipulability.Demonstrative choice was additionally found to be related to aset of semantic factors, including valence, arousal, loudness,motion, time and more generally, the self. Importantly,demonstrative choices were highly structured acrossparticipants, as shown by a strong correlation detected in asplit-sample comparison of by-word demonstrativedistribution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language" }, { "word": "Semantics" }, { "word": "spatial demonstratives" } ], "section": "Spatial Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7f52p88t", "frozenauthors": [ { "first_name": "Mikkel", "middle_name": "", "last_name": "Wallentin", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Roberta", "middle_name": "", "last_name": "Rocca", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29446/galley/19306/download/" } ] }, { "pk": 29790, "title": "The Signature of All Things: Children Infer Knowledge States from Static Images", "subtitle": null, "abstract": "From minimal observable action, humans automatically make fast, intuitive judgments about what other people think,want, and feel (Heider & Simmel, 1944). Even when no agent is visible, children can infer the presence of intentionalagents based on the environmental traces that only agents could leave behind (Saxe et al., 2005; Newman et al., 2010).Here we show that four- to six-year-olds can go beyond inferring the presence of an agent to matching an agents mentalstate with the trace they left behind. Participants (N = 35, M: 5.6 years, range:4.0 6.8 years) saw pairs of dresser drawerswith different numbers and orientations of open drawers, and were asked to match one of the static scenes to an agentsknowledge state (whether the agent wasnt searching at all but was just playing, knew exactly where an object was hidden,knew the approximate location, had no idea where it was hidden, or at first didnt know and then remembered). We comparechildrens performance to a formal model, in which we build upon classical models of Bayesian Theory of Mind that treatmental state inferences as a form of inverse planning; here we extend those models to consider cases where the behavioris not observed but must be inferred from the structure of the environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48m9z04r", "frozenauthors": [ { "first_name": "Madeline", "middle_name": "", "last_name": "Pelz", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29790/galley/19644/download/" } ] }, { "pk": 29927, "title": "The spatial arrangement method of measuring similarity can capture high-dimensional, semantic structures", "subtitle": null, "abstract": "Despite its centrality to cognition, similarity is expensive tomeasure, spurring development of techniques like the SpatialArrangement Method (SpAM), wherein participants placeitems on a 2-dimensional plane such that proximity reflectssimilarity. While SpAM hastens similarity measurement, itssuitability for higher-dimensional stimuli is unknown. InStudy 1, we collected SpAM data for eight differentcategories composed of 20-30 words each. Participant-aggregated SpAM distances correlated strongly (r=.71) withpairwise similarity judgments, although below SpAM andpairwise judgment split-half reliabilities (r’s>.9), and cross-validation with multidimensional scaling fits at increasingdimensionalities suggested that aggregated SpAM datafavored higher dimensional solutions for 7 of the 8 categories.In study 2, we showed that SpAM can recover the Big Fivefactor space of personality traits, and that cross-validationfavors a four- or five-dimension solution on this dataset. Weconclude that SpAM is an accurate and reliable method ofmeasuring similarity for high-dimensional items.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "similarity; multidimensional scaling; spatialcognition; concepts; traits; Big Five" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5h6337nk", "frozenauthors": [ { "first_name": "Russell", "middle_name": "", "last_name": "Richie", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Bryan", "middle_name": "", "last_name": "White", "name_suffix": "", "institution": "New Mexico State University", "department": "" }, { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Hout", "name_suffix": "", "institution": "New Mexico State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29927/galley/19781/download/" } ] }, { "pk": 29973, "title": "The surprising consequences of engaging in contrastive explanation", "subtitle": null, "abstract": "When we explain a fact or event, we typically contrast it with a specific set of counterfactual alternatives. For example, anexplanation of why Alex (as opposed to somebody else) ate the cake will seek to identify relevant factors that vary acrossagents, rather than across food items. The contrastive nature of explanation has been widely appreciated, but its cognitiveconsequence have not. We report a study with 340 adults examining how commitment to a particular explanatory contrast(agent- or patient-based) affects discovery of noisy patterns. Maximum predictive accuracy could be achieved by detectingpredictive regularities along multiple dimensions. We found that engaging in contrastive explanation (committing to aparticular contrast) impeded the discovery of alternative patterns that predicted the outcome. While explaining is likely tobe beneficial in many contexts, seeking an explanation with a single contrast could interfere with peoples ability to identifyreal structure in the world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3v64j026", "frozenauthors": [ { "first_name": "Nadya", "middle_name": "", "last_name": "Vasilyeva", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29973/galley/19827/download/" } ] }, { "pk": 29661, "title": "The Temporal Structure of Event Knowledge in the Mind in Relation to AutisticTraits", "subtitle": null, "abstract": "How the mind represents event knowledge, a persons knowledge of events and situations in the world, is the subject ofcompeting theories. Proposals range from an event being represented as a linear order of activities, to a hierarchical struc-ture of scenes of related activities, or in a more fluid computational framework. Additionally, atypical event knowledgeis thought to correlate with Autism Spectrum Disorder. 140 participants (20 per event) ordered normed activity lists for80 events (e.g., taking money out of an ATM, going to a professional baseball game, baking a cake). Network analysessuggest that the temporal structure of events is rich, not strictly linear, and varies across individuals. Furthermore, wecomputed a consensus ordering for each event from participants activity sequences. We calculated deviations from thatordering for each participant, and correlated deviations with a battery of trait inventories to further investigate differencesamong individuals representations of event structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56v9p6jr", "frozenauthors": [ { "first_name": "Kara", "middle_name": "", "last_name": "Hannah", "name_suffix": "", "institution": "University of Western Ontario", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Brown", "name_suffix": "", "institution": "University of Western Ontario", "department": "" }, { "first_name": "Mikayla", "middle_name": "", "last_name": "Hall-Bruce", "name_suffix": "", "institution": "University of Western Ontario", "department": "" }, { "first_name": "Ryan", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Western Ontario", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "McRae", "name_suffix": "", "institution": "University of Western Ontario", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29661/galley/19518/download/" } ] }, { "pk": 30014, "title": "The transformative potential of decisions", "subtitle": null, "abstract": "People face consequential personal decisions throughout their lives. Immigrating to another country or separating froma life-partner are but two examples. How do individuals make such notoriously difficult decisions? Can they make themrationally? We posit that answering both these questions requires understanding a decisions transformative potential, ac-cording to which decisions range in (1) their perceived temporal impact (half-life), (2) the extent to which the decisionmaker can know whether a choice will generally make them better or worse off (valence uncertainty), and (3) the perceivedlikelihood of a decision to change the decision maker (personal change). We propose that under the conditions of incom-plete information that decisions with high transformative potential inevitably entail, people may make them by recruitingtheir social and cultural environment and by relying on heuristics. These conditions also render bounded rationality prin-ciples (e.g., satisficing) a more plausible rationality benchmark than maximizing expected utilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6v31z9dh", "frozenauthors": [ { "first_name": "Shahar", "middle_name": "", "last_name": "Hechtlinger", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Leuker", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Ralph", "middle_name": "", "last_name": "Hertwig", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30014/galley/19868/download/" } ] }, { "pk": 30156, "title": "The Typology of Polysemy: A Multilingual Distributional Framework", "subtitle": null, "abstract": "Lexical semantic typology has identified important cross-linguistic generalizations about the variation and commonal-ities in polysemy patterns—how languages package up mean-ings into words. Recent computational research has enabledinvestigation of lexical semantics at a much larger scale, butlittle work has explored lexical typology across semantic do-mains, nor the factors that influence cross-linguistic similari-ties. We present a novel computational framework that quan-tifies semantic affinity, the cross-linguistic similarity of lexicalsemantics for a concept. Our approach defines a common mul-tilingual semantic space that enables a direct comparison of thelexical expression of concepts across languages. We validateour framework against empirical findings on lexical semantictypology at both the concept and domain levels. Our resultsreveal an intricate interaction between semantic domains andextra-linguistic factors, beyond language phylogeny, that co-shape the typology of polysemy across languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic typology" }, { "word": "cross-linguistic similarity" }, { "word": "word meaning" }, { "word": "distributional semantics" }, { "word": "multilingual wordembeddings" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/23q3j3fd", "frozenauthors": [ { "first_name": "Ella", "middle_name": "", "last_name": "Rabinovich", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "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": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30156/galley/20010/download/" } ] }, { "pk": 29404, "title": "The (Un)Surprising Kindergarten Path", "subtitle": null, "abstract": "During sentence comprehension, listeners form expectationsabout likely structures before they have reached the end of asentence. Children are more likely than adults to ignore late-arriving evidence when it contradicts their initial parse. Whilethis difference is often ascribed to developmental changes inexecutive function, this paper investigates whether statisticalproperties of child-directed speech could be responsible forchildren’s failure to revise temporarily ambiguous sentences.We examined well-studied garden-path sentences andcalculated surprisal values derived from adult and child-directed corpora at each word. For adult corpora, surprisal washighest where the sentence structure was disambiguated. Forchild corpora, however, values at the disambiguating regionwere low relative to other words in the sentence. This suggeststhat for children, the disambiguating words may be statisticallyweak cues to ruling out their original parse, and that inprinciple, the statistics of child-directed speech couldcontribute to children’s difficulty with garden-path sentences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language; language development; corpus studies;kindergarten-path; surprisal" } ], "section": "Language Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qg3608x", "frozenauthors": [ { "first_name": "Zoe", "middle_name": "", "last_name": "Ovans", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Yi", "middle_name": "Ting", "last_name": "Huang", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Naomi", "middle_name": "H.", "last_name": "Feldman", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29404/galley/19264/download/" } ] }, { "pk": 29475, "title": "“Think” and “believe” across cultures: A shared folk distinction between twocognitive attitudes in the US, Ghana, Thailand, China, and Vanuatu", "subtitle": null, "abstract": "Do people hold different kinds of beliefs about gods and spiritsthan they do about the everyday world? Many say no: that tothe faithful, gods and spirits are real in the same way that tablesand chairs are real. Yet experimental studies have found thatspeakers of American English tacitly distinguish between twocognitive attitudes—one for factual beliefs and one forreligious credences—through their differential use of the words“think” and “believe” (Heiphetz, Landers, and Van Leeuwen,2018). In three large-scale studies—conducted in fivestrikingly different linguistic and cultural-religious contexts(from west to east: the US, Ghana, Thailand, China, andVanuatu)—we demonstrate that such linguistic differentiationof factual belief and religious credence is cross-culturallyrobust. This lends support to the hypothesis that human theoryof mind includes nuanced distinctions among differentvarieties of “belief.”", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attitude reports; religious credence; factual belief;theory of mind; social cognition; psycholinguistics;comparative anthropology" } ], "section": "Comparative and Cultural Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0pz7d2c8", "frozenauthors": [ { "first_name": "Neil", "middle_name": "Van", "last_name": "Leeuwen", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Kara", "middle_name": "", "last_name": "Weisman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Tanya", "middle_name": "M.", "last_name": "Luhrmann", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29475/galley/19335/download/" } ] }, { "pk": 30047, "title": "Time flies: Hippocampal time cells represent the distant past with less resolution", "subtitle": null, "abstract": "Hippocampal time cells carry a record of recent experience by firing during a circumscribed period of time after a triggeringstimulus. Different cells have “time fields’ at different delays up to at least tens of seconds. The observation that timefields representing events further in the past are wider supports the hypothesis that the more distant past is recorded withless resolution. However, previous studies have analyzed time fields averaged over trials, leading to the possibility thatthis could be a trial-averaging artifact. We analyzed single-unit recorded time cells with a hierarchical-Bayesian modelthat separately estimated within-trial receptive field width and across-trial variability. Even after isolating across-trialvariability, time-field width covaries with delay, consistent with less resolution for past events. Moreover, the shift oftime-fields for simultaneously recorded time cells correlates with each other, suggesting that time runs at different ratesfor the population from one trial to the next.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/98v543mc", "frozenauthors": [ { "first_name": "Rui", "middle_name": "", "last_name": "Cao", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Charczynski", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Bladon", "name_suffix": "", "institution": "Brandeis University", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Howard", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30047/galley/19901/download/" } ] }, { "pk": 29705, "title": "Toddlers and preschoolers use relational concepts to solve problems", "subtitle": null, "abstract": "Contrary to decades of previous research, one recent study suggests that preschoolers can rapidly learn and transfer avariety of relational concepts (e.g., bigger than; smaller than; opposite of) when those relations are operationalized asthe beginning and ending states of causal transformations performed by agents (Goddu, Lombrozo, & Gopnik, in press).Without causal framing, children reverted from relational reasoning to object matching, consistent with findings from manyprevious (non-causal) paradigms. Here, we investigate whether three-year-olds (Experiment 1) and 24- to 30-month-oldtoddlers (Experiment 2) are able to learn and apply relational concepts in a behavioral task where they themselves mustintervene to solve a problem using relational reasoning. Results indicate that children as young as two years of age areable to rapidly learn and generalize relational concepts and use them productively to solve new problems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13s972sz", "frozenauthors": [ { "first_name": "Mariel", "middle_name": "", "last_name": "Goddu", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "UC Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29705/galley/19562/download/" } ] }, { "pk": 30020, "title": "Toddlers recognize multiple meanings of polysemous words", "subtitle": null, "abstract": "Languages often reuse words for related meanings, such asbaseball cap and bottle cap, a phenomenon known aspolysemy. In English, it is estimated that 40-80% of allwords are polysemous, yet little is known about children’searly knowledge of polysemous words. In an eye-trackingstudy with monolingual English-learning 2-year-olds(n=40), we found that participants recognized multipleconventional meanings for polysemous nouns. We furtherinvestigated whether toddlers succeeded at this task becausethey were already familiar with multiple, learned meaningsfor words, or whether they simply guessed the correct targetbased on a single or vague meaning. To test this, we alsopresented participants with novel, related meanings for thesame English labels that are not conventional in English,e.g., the meaning “lid” for the label cap. The recognition ofconventional English meanings (baseball cap, bottle cap)was significantly higher than that of the novel extensionmeanings (e.g., a lid) for the same label (cap). These resultsshow that toddlers’ knowledge of polysemy goes beyond asingle or vague representation. At the same time, recognitionof the novel extended meanings was above chance,indicating that toddlers inferred that a related meaning wasthe better of the two options. Word learning theories must befurther developed to account for these complexities inlearning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "polysemy; word learning; semantics;development; language acquisition; cognitive development" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hq8s28q", "frozenauthors": [ { "first_name": "Sammy", "middle_name": "", "last_name": "Floyd", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Adele", "middle_name": "E.", "last_name": "Goldberg", "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": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30020/galley/19874/download/" } ] }, { "pk": 30209, "title": "To Dye or Not to Dye : The Effect of Hair Color on First Impressions", "subtitle": null, "abstract": "How does hair color affect people’s first impression of a face? Equipped with state-of-the-art Generative AdversarialNetwork (GAN) models, we are able to re-investigate the questions with strictly and precisely controlled image stimuli.By creating triplets of the same face image with different hair colors, we examine how black/brown/blond hair colorsaffect perception of attractiveness, trustworthiness and intelligence. Our study finds that if the original hair color is dark,the optimal choice in most cases is to stay in dark colors. If your original hair color is blond, changing into brown will,in general, make you look more intelligent, sometimes at the cost of attractiveness. The specific best color choice variesa lot more for people with blond hair. Furthermore, we train a neural network model that predicts people’s impressionson faces in different trait dimensions accurately. This study could provide guidance to people regarding their image andimpression control.", "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/5vc329gc", "frozenauthors": [ { "first_name": "Amanda", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Devendra", "middle_name": "Pratap", "last_name": "Yadav", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Weifeng", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Ed", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30209/galley/20063/download/" } ] }, { "pk": 30186, "title": "To Move or not to Move: An ERP Study on the Processing of Literal and FictiveMotion Constructions", "subtitle": null, "abstract": "This study used ERP method to investigate the processing of fictive motion and literal motion during natural languagecomprehension. A hypothesis is that the motion component of a verb is preserved in both literal and fictive motion con-structions (The army/The bridge crossed the river). However, the incorporation of a motion-event frame into fictive motionconstructions requires reanalysis or reconstruction both syntactically and semantically. The ERP results reveal that a P300effect on the subject NPs, a P600 effect on the motion verbs and an N400 modulation on the sentence-final complementNPs were uncovered in the processing of fictive motion constructions in relative to literal motion constructions. Theseresults suggest that the processing of fictive motion requires increased cognitive effort than the processing of literal motioncondition.", "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/2pt8r120", "frozenauthors": [ { "first_name": "Yu", "middle_name": "", "last_name": "Deng", "name_suffix": "", "institution": "Sichuan International Studies University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30186/galley/20040/download/" } ] }, { "pk": 29495, "title": "Too many cooks: Coordinating multi-agent collaboration through inverse planning", "subtitle": null, "abstract": "Collaboration requires agents to coordinate their behavior onthe fly, sometimes cooperating to solve a single task togetherand other times dividing it up into sub-tasks to work on in par-allel. Underlying the human ability to collaborate is theory-of-mind, the ability to infer the hidden mental states that driveothers to act. Here, we develop Bayesian Delegation, a decen-tralized multi-agent learning mechanism with these abilities.Bayesian Delegation enables agents to rapidly infer the hid-den intentions of others by inverse planning. These inferencesenable agents to flexibly decide in the absence of communi-cation when to cooperate on the same sub-task and when towork on different sub-tasks in parallel. We test this model ina suite of multi-agent Markov decision processes inspired bycooking problems. To succeed, agents must coordinate boththeir high-level plans (e.g., what sub-task they should work on)and their low-level actions (e.g., avoiding collisions). BayesianDelegation bridges these two levels and rapidly aligns agents’beliefs about who should work on what. Finally, we testedBayesian Delegation in a behavioral experiment where partici-pants made sub-task inferences from sparse observations of co-operative behavior. Bayesian Delegation outperformed heuris-tic models and was closely aligned with human judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "coordination; social learning; inverse planning;Bayesian inference" } ], "section": "Agend-based Models", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7zk0m8cz", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "A.", "last_name": "Wu", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Rose", "middle_name": "E.", "last_name": "Wang", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "James", "middle_name": "A.", "last_name": "Evans", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "David", "middle_name": "C.", "last_name": "Parkes", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Harvard, MIT , Diffeo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29495/galley/19355/download/" } ] }, { "pk": 30174, "title": "Top-down effect of apparent humanness on vocal alignment toward human anddevice interlocutors", "subtitle": null, "abstract": "Humans are now regularly speaking to voice-activatedartificially intelligent (voice-AI) assistants. Yet, ourunderstanding of the cognitive mechanisms at play duringspeech interactions with a voice-AI, relative to a real human,interlocutor is an understudied area of research. The presentstudy tests whether top-down guise of “apparent humanness”affects vocal alignment patterns to human and text-to-speech(TTS) voices. In a between-subjects design, participants heardeither 4 naturally-produced or 4 TTS voices. Apparenthumanness guise varied within-subject. Speaker guise wasmanipulated via a top-down label with images, either of twopictures of voice-AI systems (Amazon Echos) or two humantalkers. Vocal alignment in vowel duration revealed top-downeffects of apparent humanness guise: participants showedgreater alignment to TTS voices when presented with a deviceguise (“authentic guise”), but lower alignment in the twoinauthentic guises. Results suggest a dynamic interplay ofbottom-up and top-down factors in human and voice-AIinteraction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "vocal alignment; apparent guise; voice-activatedartificially intelligent (voice-AI) systems; human-computerinteraction" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hk1q3q3", "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": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30174/galley/20028/download/" } ] }, { "pk": 30199, "title": "To repeat or not to repeat: Competitor repetition and variability in childrensmemory for words", "subtitle": null, "abstract": "To successfully learn words, children must map words to referents in the presence of competitor objects, and retain thesemappings across time. Past research suggests that competitor repetition supports word mapping. However, these studieshave not implemented delayed tests. Relying on a desirable difficulties framework, we predicted that competitor variabilitywould lead to better long-term retention of novel words. To test this prediction, children ages 2-6 completed a novel wordlearning task. Children were assigned to a competitor repetition or competitor variation condition. In Experiment 1,we tested retention of novel word-referent mappings at an immediate and 10-minute delayed test. In Experiment 2, weassessed whether retrieval dynamics during learning explained retention performance. Results revealed that competitorvariation engendered less retrieval success during learning. Competitor variation also reduced forgetting of novel wordsacross time. We highlight the importance of moving beyond immediate tests when characterizing competition in wordlearning.", "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/1t43j5hv", "frozenauthors": [ { "first_name": "Melina", "middle_name": "", "last_name": "Knabe", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30199/galley/20053/download/" } ] }, { "pk": 29349, "title": "Toward a Unified Theory of Proportion", "subtitle": null, "abstract": "Proportional reasoning is a ubiquitous part of the humanexperience. We engage in proportional reasoning to meetboth informal and specialized goals across a range ofdomains, such as medicine (e.g., disease rates, drug dosages),finance and commerce (e.g., interest rates, discounts),cooking and baking (e.g., scaling ingredient amounts), andmany others. Given this variation in usage, it may not besurprising that proportional reasoning does not have asingular definition or interpretation, but instead is a complextopic with many interconnected concepts. The central goal ofthis symposium is to shed light on this complexity bydiscussing diverse perspectives of proportional reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "proportional reasoning; quantity; numericalcognition; fractions; representations; development" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gn9q3dt", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Hurst", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Yunji", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Percival", "middle_name": "", "last_name": "Matthews", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Cantlon", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29349/galley/19210/download/" } ] }, { "pk": 29371, "title": "Towards a Complete Model of Reading:Simulating Lexical Decision, Word Naming, and Sentence Reading with Über-Reader", "subtitle": null, "abstract": "This paper presents simulations of eye movements during read-ing, lexical decision, and naming using Über-Reader, a newcomputational model that aims to provide a complete accountof the perceptual, cognitive, and motor processes involved inreading. The present simulations focused on Über-Reader’sword-identification module—an implementation of the Multi-ple-Trace Memory model (Ans et al., 1998) based on the theo-retical assumptions of the MINERVA 2 model of episodicmemory (Hintzman, 1984)—with a vocabulary comprising thefull corpus of the English Lexicon Project (Balota et al., 2007).The model’s lexicon was probed with words and one-letter-dif-ferent non-words from the Schilling et al. (1998) corpus, andoutputs of the model were scored to evaluate performanceagainst the empirical data. The outcomes of these simulationswill inform further development of Über-Reader by providingthe foundation for our ultimate goal of simulating reading, inits entirety.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "computer modeling; eye movements; reading; lex-ical-decision task; naming task; visual word recognition; Über-Reader" } ], "section": "Modeling Language", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92p992b5", "frozenauthors": [ { "first_name": "Aaron", "middle_name": "", "last_name": "Veldre", "name_suffix": "", "institution": "The University of Sydney", "department": "" }, { "first_name": "Lili", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Sally", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "The University of Sydney", "department": "" }, { "first_name": "Erik", "middle_name": "D.", "last_name": "Reichle", "name_suffix": "", "institution": "Macquarie University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29371/galley/19232/download/" } ] }, { "pk": 29354, "title": "Toward Unifying Cognitive Architecture and Neural Task Set Theories", "subtitle": null, "abstract": "PRIMs theory describes a computational foundation for un-derstanding task-general human learning and transfer usingrule-based cognitive architectures. Integration with ACT-Rhas yielded Actransfer, a model that replicates human learn-ing and transfer across many tasks. However, this model re-quires task-specific latency scaling parameters from ACT-Rto model different tasks, implying that there is missing com-putation in the theory. Neuroscience literature has separatelydefined the “task set” as the neural encoding that configuresstimulus-response rule behavior in working memory. The pro-cess of switching between different task sets is often used toexplain human latency costs. This paper introduces an alter-nate instantiation of PRIMs theory that enacts task set process-ing to account for the missing computation via a novel memorystructure called a procedure context. Human tasks of varyingcomplexity are modeled across two experiments. Procedurecontexts model human latencies and interference effects in alltasks by integrating latency, decision making, task representa-tion, and learning as aspects of a single unified process. Thisapproach offers promise for future modeling within cognitivescience by uniting theories from neuroscience and cognitivearchitectures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "task set; cognitive modeling; cognitive architec-ture; Soar; PRIMs; PROPs; task switching; learning" } ], "section": "Choices and Decisions", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vh926jj", "frozenauthors": [ { "first_name": "Bryan", "middle_name": "", "last_name": "Stearns", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "John", "middle_name": "E.", "last_name": "Laird", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29354/galley/19215/download/" } ] }, { "pk": 29528, "title": "Tracing the emergence of gendered language in childhood", "subtitle": null, "abstract": "Are gender associations in general language reflected in thewords spoken to and by children? Previous work has sug-gested that language reveals gender differences in discourse,speech style, language use and acquisition. Work in artificialintelligence has shown that word embeddings trained on largecorpora reflect human gender associations. We connect thiswork to developmental psychology by exploring whether gen-der associations in word embeddings are present in the linguis-tic input and output of children, and if so, how early genderedlanguage emerges. We present a computational method thatquantifies the gender associations of words and use a corpus ofchild-caretaker speech to show that these gender associationscorrelate significantly with those in word embeddings. Wediscover that gendered word use emerges in English-speakingchildren around age 2, and the gender associations cannotbe explained solely by variables including word length, fre-quency, concreteness, and valence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language and development; gender; child speech;word embedding; computational modelling" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zk7d1fx", "frozenauthors": [ { "first_name": "Ben", "middle_name": "", "last_name": "Prystawski", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Erin", "middle_name": "", "last_name": "Grant", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Aida", "middle_name": "", "last_name": "Nematzadeh", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Spike", "middle_name": "W. S.", "last_name": "Lee", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29528/galley/19388/download/" } ] }, { "pk": 30064, "title": "Tracking Age-Related Cognitive Decline: Insights from the Detection ofAdvertisements", "subtitle": null, "abstract": "Most research suggests that older adults experience declines in cognitive abilities, but these outcomes are often drawn fromexperimental paradigms that do not employ naturalistic materials. The present study addresses this issue by examiningolder and younger adults’ ability to detect so-called native advertisements, which are designed to seamlessly blend intotheir medium. Participants viewed either real webpages (visual) or listened to abbreviated content from real radio/podcasts(auditory). Both age groups were less accurate and slower at detecting native compared to traditional advertisements. Fur-ther, older adults had greater difficulty detecting native advertisements on webpages, but no age-related differences wereobserved with auditory materials. The lack of differences in the auditory domain is intriguing, yet it is broadly consistentwith work suggesting spoken language abilities show little or moderate decline. Together, the results demonstrate hownaturalistic stimuli help reveal the extent to which specific domains are affected in cognitive aging.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54h18974", "frozenauthors": [ { "first_name": "Raheleh", "middle_name": "", "last_name": "Saryazdi", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yvette", "middle_name": "", "last_name": "Hou", "name_suffix": "", "institution": "McMaster University", "department": "" }, { "first_name": "Craig", "middle_name": "", "last_name": "Chambers", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30064/galley/19918/download/" } ] }, { "pk": 29983, "title": "Trust-Related Heuristics and Biases: How Do We Trust Healthcare Systems?", "subtitle": null, "abstract": "An online questionnaire attempted to reveal the heuristics and biases used when participants reflected on their trust ina healthcare system. Participants answered quantitative questions related to six different heuristics and biases, whichrevealed their propensity for exhibiting each heuristic, before rating healthcare systems on seven trust-related metrics: re-source allocation; access to treatment; honesty, integrity and intention; competence; quality; safety; and equality. Multipleregressions tested whether the predictive power of heuristics and biases on trust ratings was significantly moderated bythe relative proportion of patients receiving service in the public and private sector. Results revealed that heuristics andbiases significantly impacted thought processes when arriving at assessments of participants willingness to trust. As trustin major institutions declines, this presents the scientific and medical communities with relevant data to potentially alterpractices and communication approaches in a way that fosters trust.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7001n8pp", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "", "last_name": "Cantarutti", "name_suffix": "", "institution": "City, University of London", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Pothos", "name_suffix": "", "institution": "City, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29983/galley/19837/download/" } ] }, { "pk": 29504, "title": "Unconscious learning of automatic inhibition is reflected in frontal theta and sensorimotor oscillations", "subtitle": null, "abstract": "The cognitive control of action is thought to be mediated byconscious effort as reflected by changes in frontal theta activity. Wemeasured frontal theta during a response inhibition task in 16healthy adults who implicitly learned repeated patterns of go/switchcues, resulting in unaware differences in cognitive demand fordifferent cues. Learning was reflected by reduced reaction times(RT) to probable compared to unexpected switch cues. In the rareabsence of behavioural (RT) differences, concurrent measures ofpupil diameter revealed changes in effort with stimulus probability,while effort was accompanied by parametric increases intheta. Additionally, theta predicted pre-response sensorimotorgamma, suggesting interactions between frontal and sensorimotorcortex during cognitive control. These results provide furtherevidence for a functional role of theta in cognitive effort duringresponse preparation, inhibition and execution, even in the absenceof conscious awareness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "implicit learning; motor learning; cognitive load;automaticity; pupillometry; MEG; theta; gamma" } ], "section": "Forms of Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xv110m8", "frozenauthors": [ { "first_name": "Silvia", "middle_name": "L.", "last_name": "Isabella", "name_suffix": "", "institution": "The Hospital for Sick Children", "department": "" }, { "first_name": "J.", "middle_name": "Allan", "last_name": "Cheyne", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Douglas", "middle_name": "O.", "last_name": "Cheyne", "name_suffix": "", "institution": "The Hospital for Sick Children", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29504/galley/19364/download/" } ] }, { "pk": 29713, "title": "Uncovering Category Representations with Linked MCMC with people", "subtitle": null, "abstract": "Cognitive science is often concerned with questions about ourrepresentations of concepts and the underlying psychologicalspaces in which these concepts are embedded. One methodto reveal concepts and conceptual spaces experimentally isMarkov chain Monte Carlo with people (MCMCP), whereparticipants produce samples from their implicit categories.While MCMCP has allowed for the experimental study of psy-chological representations of complex categories, experimentsare typically long and repetitive. Here, we contrasted the clas-sical MCMCP design with a linked variant, in which each par-ticipant completed just a short run of MCMCP trials, whichwere then combined to produce a single sample set. We foundthat linking produced results that were nearly indistinguishablefrom classical MCMCP, and often converged to the desired dis-tribution faster. Our results support linking as an approach forperforming MCMCP experiments within broader populations,such as in developmental settings where large numbers of trialsper participant are impractical.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "experimental design" }, { "word": "Markov chain Monte Carlo" }, { "word": "Categorization" }, { "word": "Representation" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bn7v6zc", "frozenauthors": [ { "first_name": "Pablo", "middle_name": "", "last_name": "Leon-Villagra", "name_suffix": "", "institution": "University of Toronto, University of Edinburgh", "department": "" }, { "first_name": "Kay", "middle_name": "", "last_name": "Otsubo", "name_suffix": "", "institution": "University of Toronto, University of Edinburgh", "department": "" }, { "first_name": "Christopher", "middle_name": "G.", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto, University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29713/galley/19570/download/" } ] }, { "pk": 29882, "title": "Understanding Childrens Productions: Does Experience Play a Role?", "subtitle": null, "abstract": "Toddlers are notoriously difficult to understand, yet like accented speakers, their productions tend to systematically differfrom adult productions. Thus, we hypothesize that listeners with routine exposure to toddlers (perhaps even toddlersthemselves) should comprehend toddlers best. Three listener groups were tested on their comprehension of toddlersutterances in an eye-tracking study; forty-eight toddlers (Mage= 33 months), sixteen undergraduates with little experiencearound children (Mage= 18 years), and sixteen mothers of young children (Mage=38 years). All listeners looked longerto targets than distractors (p ¡ 0.05), with mothers and undergraduates target fixations significantly greater than toddlers(p ¡ 0.001). Mothers target fixations (78%) did not differ significantly from undergraduates (74%; p = 0.17). Thesepreliminary findings suggest a complex picture regarding the role of experience in comprehending toddlers utterances.Clearly, however, toddlers do not outperform adults in understanding toddlers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/89s0z39s", "frozenauthors": [ { "first_name": "Amrita", "middle_name": "", "last_name": "Bagga", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Madeleine", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29882/galley/19736/download/" } ] }, { "pk": 29675, "title": "Understanding Children’s Speech Productions: Man Versus Machine", "subtitle": null, "abstract": "Young childrens speech pronunciations deviate systematically from adult forms. For example, onsets are often simplified(e.g., stop becomes top), unstressed syllables frequently deleted (e.g., spaghetti becomes getti), and certain segments arecommonly replaced with other ones (e.g., rice becomes wice). The current study examined how well adults and a popularautomatic speech recognition system (i.e., Siri) deal with these deviations. The same 12 children were recorded producing32 words in isolation at three ages: 2.5, 3.5, and 5.5 years. 12 adults were also recorded. These recordings were presentedto 48 young adults, 7 mothers, and Siri for transcription. All listeners performed worst with 2.5-year-old productions,and humans outperformed Siri with all ages (p ¡ 0.001). Mothers demonstrated the highest accuracy with 2.5-year-oldproductions (86%). Additionally, Siri made distinctive transcription errors with childrens speech. These errors may reflectthe systems lack of training with young childrens voices.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2d6893g9", "frozenauthors": [ { "first_name": "Madeleine", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Amrita", "middle_name": "", "last_name": "Bagga", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29675/galley/19532/download/" } ] }, { "pk": 30196, "title": "Understanding Computational Thinking Assessment through Text Mining", "subtitle": null, "abstract": "With the ever-increasing need for teaching computational thinking (CT) to learners of the digital age, teacher educatorsneed to better guide teachers to embed CT activities across subjects and contexts while discovering the positive effectsof computer programming in K-12 education. However, computational thinking assessment (CTA) have yet to be fullyunderstood in the literature. To address this challenge, this paper used text mining with the aim of reviewing CTA in theliterature for both pre-service and in-service educators. By analyzing 267 papers, we identified 14 clusters of CTA topicsby exploring the application of computational techniques including rudimentary vector space models and unsupervisedmachine learning algorithms. We also performed a network analysis for further interpretation of our unsupervised machinelearning results. This visualization of the network allows us to select main themes and perform an exploratory factoranalysis. Implications for educational design and future research are discussed.", "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/8hz2g6d0", "frozenauthors": [ { "first_name": "Mi", "middle_name": "Song", "last_name": "Kim", "name_suffix": "", "institution": "University of Western Ontario", "department": "" }, { "first_name": "Negar", "middle_name": "", "last_name": "Shabihi", "name_suffix": "", "institution": "University of Western Ontario", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30196/galley/20050/download/" } ] }, { "pk": 29378, "title": "Understanding Memory for WHERE using Smartphone Data", "subtitle": null, "abstract": "A primary challenge for alibi generation research is establishing the ground truth of the real world events of interest.We used a smartphone app to record data on participants for a month prior to a memory test. The app captured theiraccelerometry continuously and their GPS location and sound environment every ten minutes. After a week retentioninterval, we asked participants to identify where they were at a given time from among four alternatives. Participants wereincorrect 36% of the time. Furthermore, our forced choice procedure allowed us to conduct a conditional logit analysisto assess the relative importance of different aspects of the events to the decision process. We found strong evidence thatparticipants confuse days across weeks. In addition, people often confused weeks in general and also hours across days.Similarity of location induced more errors than similarity of sound environments or movement types.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Memory", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sc354wt", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Laliberte", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Stone", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Dennis", "name_suffix": "", "institution": "The University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29378/galley/19239/download/" } ] }, { "pk": 29819, "title": "Understanding scalar implicature without scale markers SOME and ALL inJapanese preschoolers and adults", "subtitle": null, "abstract": "Understanding Some girls have bags is difficult for preschoolers, because they may not properly calculate scalar implica-ture. In this study, we examined whether preschoolers and adults guess scalar information without scale markers (some,all) using negative/positive Japanese sentences in picture selection task. This task consisted of three cards, e.g., SOMEcard illustrated two persons with a bag and four persons without a bag. The results were that the positive expression,Baggu wo motte-iru hito ga imasu (there are persons with a bag), was guessed as meaning of ALL (all persons have a bag)by children, while guessed as SOME by adults. Interestingly, the negative expression, Baggu wo motte-inai hito ga imasu(there are persons without a bag), was guessed as NONE by children, but guessed as SOME by adults. The results suggestchildren may not utilize the combination of existence and agents state information to guess scalar implicature.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jp7w39q", "frozenauthors": [ { "first_name": "Tetsuya", "middle_name": "", "last_name": "Yasuda", "name_suffix": "", "institution": "Tokyo Denki University", "department": "" }, { "first_name": "Harumi", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Tokyo Denki University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29819/galley/19673/download/" } ] }, { "pk": 29470, "title": "Universal linguistic inductive biases via meta-learning", "subtitle": null, "abstract": "How do learners acquire languages from the limited data avail-able to them? This process must involve some inductivebiases—factors that affect how a learner generalizes—but it isunclear which inductive biases can explain observed patternsin language acquisition. To facilitate computational model-ing aimed at addressing this question, we introduce a frame-work for giving particular linguistic inductive biases to a neu-ral network model; such a model can then be used to em-pirically explore the effects of those inductive biases. Thisframework disentangles universal inductive biases, which areencoded in the initial values of a neural network’s param-eters, from non-universal factors, which the neural networkmust learn from data in a given language. The initial statethat encodes the inductive biases is found with meta-learning,a technique through which a model discovers how to acquirenew languages more easily via exposure to many possible lan-guages. By controlling the properties of the languages that areused during meta-learning, we can control the inductive biasesthat meta-learning imparts. We demonstrate this frameworkwith a case study based on syllable structure. First, we specifythe inductive biases that we intend to give our model, and thenwe translate those inductive biases into a space of languagesfrom which a model can meta-learn. Finally, using existinganalysis techniques, we verify that our approach has impartedthe linguistic inductive biases that it was intended to impart.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Meta-learning" }, { "word": "inductive bias" }, { "word": "language univer-sals" }, { "word": "syllable structure typology" }, { "word": "Neural Networks" } ], "section": "Linguistics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93m7w30j", "frozenauthors": [ { "first_name": "R.", "middle_name": "Thomas", "last_name": "McCoy", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Erin", "middle_name": "", "last_name": "Grant", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Smolensky", "name_suffix": "", "institution": "Microsoft Research AI , Johns Hopkins University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tal", "middle_name": "", "last_name": "Linzen", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29470/galley/19330/download/" } ] }, { "pk": 29630, "title": "Unpacking cognitive processes in additive and non-additive multiple-cue tasks", "subtitle": null, "abstract": "In this project we show how the cognitive processes, and the learning patterns, of participants performing a typicalmultiple-cue learning (MCL) task is affected by the format (numeric or verbal) of the cues and the criterion. In twoexperiments we investigated the hypothesis that the reliance on linear additive integration in MCL-tasks is especiallypronounced when cues are presented in a numeric rather than verbal format. The results support the hypothesis. Withnumeric cues, we replicate previous findings supporting a systematic shift from cue-abstraction and additive integrationof cues when the task is additive, to reliance on exemplar memory when the task is non-additive. However, when cuesare verbal, no systematic shift in cognitive process is evident, with participants in general relying on exemplar memoryregardless of the task structure. Consequently, the numerical format is advantageous for learning in the additive task butat times disadvantageous in the non-additive task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tp459th", "frozenauthors": [ { "first_name": "August", "middle_name": "", "last_name": "Collsi", "name_suffix": "", "institution": "Uppsala University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Juslin", "name_suffix": "", "institution": "Uppsala University", "department": "" }, { "first_name": "Ebba", "middle_name": "", "last_name": "Elwin", "name_suffix": "", "institution": "Uppsala University", "department": "" }, { "first_name": "Anders", "middle_name": "", "last_name": "Winman", "name_suffix": "", "institution": "Uppsala University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29630/galley/19488/download/" } ] }, { "pk": 29385, "title": "Unravelling Past Cognition: Approaches Across Disciplines", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognition" }, { "word": "Culture" }, { "word": "Language" }, { "word": "materiality" }, { "word": "archaeol-ogy" }, { "word": "Anthropology" }, { "word": "Comparative Psychology" }, { "word": "Cognitive Science" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1n39p6m5", "frozenauthors": [ { "first_name": "Larissa", "middle_name": "", "last_name": "Straffon", "name_suffix": "", "institution": "University of Bergen", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Bender", "name_suffix": "", "institution": "University of Bergen", "department": "" }, { "first_name": "Claudio", "middle_name": "", "last_name": "Tennie", "name_suffix": "", "institution": "University of Tübingen", "department": "" }, { "first_name": "Dietrich", "middle_name": "", "last_name": "Stout", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Greenhill", "name_suffix": "", "institution": "Max Planck Institute for the Science of Human History", "department": "" }, { "first_name": "Francesco", "middle_name": "", "last_name": "d’Errico", "name_suffix": "", "institution": "Université Bordeaux", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29385/galley/19246/download/" } ] } ] }