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{ "count": 39501, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=14100", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=13900", "results": [ { "pk": 29394, "title": "Dual Processes in Relational Judgment: A Computational Framework", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Vector Semantics; Computational Model; Drift\nDiffusion Model; Bayesian Analogy with Relational\nTransformation Model; Heuristics" } ], "section": "Judgement and Decision Making", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4cc4k97x", "frozenauthors": [ { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Russell", "middle_name": "", "last_name": "Richie", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Wenjia", "middle_name": "Joyce", "last_name": "Zhao", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29394/galley/19255/download/" } ] }, { "pk": 29600, "title": "Dynamical Feedback and Affordances-Constraints in Technology-MediatedLearning and Assessment: An in-Class Experimental Study", "subtitle": null, "abstract": "How do we assess learning in complex technology-mediated practices? How does the coordination of technological af-fordances and constraints mediate immediate performance and individual learning? In the technology-mediated practiceof programming, the compiler functions as a source of both affordances and constraints to the human cognitive agent.The compiler affords the compilation of executable programs and dynamically informative compiler feedback, while thecompiler also constrains acceptable code to a specific syntax. In this in-class experimental study, I investigate the contri-bution of compiler affordances and constraints to performance and learning in programming. The study results indicateaffordances as important facilitators of immediate performance. Conversely, constraints appear important mediators ofconceptual learning, which in turn facilitates internalized thinking decoupled from the original technological resource.The findings imply a need for teaching and learning activities that emphasize practicing resource-coordination and foran assessment practice that intelligently combines technology-mediated resource-rich tasks with decoupled resource-poortasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9d740427", "frozenauthors": [ { "first_name": "Tobias", "middle_name": "", "last_name": "Halbherr", "name_suffix": "", "institution": "ETH Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29600/galley/19459/download/" } ] }, { "pk": 29901, "title": "Dynamic Control Under Changing Goals", "subtitle": null, "abstract": "Acting effectively in the world requires a representation that can be leveraged to serve one’s goals. One practical reason thatintelligent agents might learn to represent causal structure is that it enables flexible adaptation to a changing environment.For example, understanding how to play a videogame allows one to pursue other goals such as doing as poorly as possibleor only gathering one type of item. Across two experiments that manipulated the expected utility of learning causalstructure, we find that people did not build causal representations in dynamic environments. This conclusion was supportedby behavioral results as well as by participants being better fit by models describing them as utilizing minimally complex,reactive control policies. The results show how despite being incredibly adaptive, people are in fact computationally frugal,minimizing the complexity of their representations and decision policies even in situations that might warrant richer ones.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/63w430d6", "frozenauthors": [ { "first_name": "Zach", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Bramley", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Bob", "middle_name": "", "last_name": "Rehder", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29901/galley/19755/download/" } ] }, { "pk": 29951, "title": "Dynamics of spatio-temporal scope of attention: Temporal Correlations inreaction time data", "subtitle": null, "abstract": "Recent studies have emphasized on the idea that attention is a multi-faceted phenomenon that emerges from interactionbetween a number of different selection-based processes, and is influenced both by the expectations from the environmentas well as the constrains of the underlying cognitive system. Dynamical system approach enables us to look at temporalstructure of behavior and talk about the underlying system. With help of three experiments, the study looks at how thetemporal structure of reaction time is influenced by predictability of the environment as well as the task , manipulating bothspatial scope of attention as well as temporal scope of attention. Reaction time of participant is treated as a time-series andHurst component is estimated to measure nature of long-range temporal correlations. Results show an interaction betweentask-demands and predictability of the environment on LRTC, suggesting that task-related constraints and environmentalconstraints are handled by interdependent processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3z9347b6", "frozenauthors": [ { "first_name": "Devpriya", "middle_name": "", "last_name": "Kumar", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" }, { "first_name": "Akanksha", "middle_name": "", "last_name": "Malik", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29951/galley/19805/download/" } ] }, { "pk": 29431, "title": "Dynamics vs. Development in Numerosity Estimation: A Computational ModelAccurately Predicts a Developmental Reversal", "subtitle": null, "abstract": "Perceptual judgments result from a dynamic process, but little is known about the dynamics of numerosity estimation. Arecent study proposed a computational model (D-MLLM) that combined a model of trial-to-trial changes with a modelfor the internal scaling of discrete number. Here, we tested a surprising prediction of the model – a situation in whichchildren’s estimates of numerosity would be better than those of adults. Consistent with the model simulations, taskcontexts led to a clear developmental reversal: children made more adult-like, linear estimates when to-be-estimatednumbers were descending over trials (backward), whereas adults became more like children with log estimates whennumbers were ascending (forward). In addition, adults’ estimates were subject to inter-trial differences regardless ofstimulus order. In contrast, children were not able to use the trial-to-trial dynamics unless task contexts were salient(forward or backward order), indicating the limited memory capacity for dynamic updates. Together, the model adequatelypredicts both developmental and trial-to-trial changes in number-line tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Numerosity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6zd812kk", "frozenauthors": [ { "first_name": "Dan", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Opfer", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29431/galley/19291/download/" } ] }, { "pk": 29595, "title": "Early Environments and Exploration in the Preschool Years", "subtitle": null, "abstract": "Childrens exploration is driven by opportunities for learning, and past research has suggested rational explanations for howearly home experiences may affect childrens active learning (Yu et al., 2020) or willingness to wait for rewards (Kidd etal., 2013). However, less work has characterized the relationship between childrens environmental contexts and play. Wepooled exploratory play data from past experiments in our lab (M(age)=56mos; N=278), and correlated play behavior withmedian income and education in the childs home zipcode. Children from lower SES areas played significantly longer,more variably, and spent a lower proportion of time focusing on demonstrated functions which traded off with lengthand variability of play exclusively for children from lower educated areas. Importantly, home income is confounded withdaycare income; future work will disentangle distinct influences of family SES and daycare environment. This work layscritical groundwork for understanding early active learning across developmental contexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7zs3s28z", "frozenauthors": [ { "first_name": "Ilona", "middle_name": "", "last_name": "Bass", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Aiyana", "middle_name": "", "last_name": "Bedoya", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29595/galley/19454/download/" } ] }, { "pk": 30210, "title": "Effect of a colour-based descriptor and stimuli presentation mode in unsupervisedcategorization", "subtitle": null, "abstract": "In unsupervised categorization, studies have shown that fewer stimuli dimensions are used for categorization with serialpresentation compared to concurrent presentation of stimuli. In this study, we investigate how a colour-based multidimen-sional descriptor might affect the number of dimensions used in categorization. Our results show that a fewer numberof dimensions are used when stimuli are presented serially irrespective of the presence of a colour-based descriptor. Wefound main effects for both the stimuli presentation mode and the colour-based descriptor. The stimuli has the same logicalstructure across all the conditions. Our results show that the notion of a natural and intuitive grouping of items is affectedby meta-level feature descriptors, that are not part of a feature-based representation of stimuli. We discuss the implica-tions of our findings for computational models of categorization, which make predictions based solely on feature-basedrepresentation of stimuli.", "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/4m9134gw", "frozenauthors": [ { "first_name": "Sujith", "middle_name": "", "last_name": "Thomas", "name_suffix": "", "institution": "Birla Institute of Technology Goa Campus", "department": "" }, { "first_name": "Aditya", "middle_name": "", "last_name": "Kapoor", "name_suffix": "", "institution": "Birla Institute of Technology Goa Campus", "department": "" }, { "first_name": "Narayanan", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of Allahabad", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30210/galley/20064/download/" } ] }, { "pk": 30202, "title": "Effect of Active Pre-Learning Activities on Humans and Machines", "subtitle": null, "abstract": "There are numerous studies that show that the more students actively participate in class, the more they learn. Despiteample evidence, education still relies on lecturers or professors. Although active learning to increase learners’ engagementhas recently been introduced in a variety of methods, quantitative and empirical experiments are lacking. In this study,we conducted two experiments in order to empirically confirm the effect of active learning on learning performance. Wecompared humans and machines to investigate that active learning is more effective than passive learning. In Experiment1, we compared watching a lecture, the passive form of learning with having a discussion, the active form of learning.Comparing students’ learning performance of each condition, results of the present study showed higher performancein active learning. In the additional experiment that imitated the human learning frameworks in machines, the activelearning framework performed better than the passive learning framework. Through the results of humans experiment andvalidation of machines experiment, we found that active learning have crucial effect on learning performance.", "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/1gz4t0j7", "frozenauthors": [ { "first_name": "Jaeseo", "middle_name": "", "last_name": "Lim", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Hwiyeol", "middle_name": "", "last_name": "Jo", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Byoung-Tak", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Jooyong", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "Seoul National University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30202/galley/20056/download/" } ] }, { "pk": 30208, "title": "Effect of wordings on public perception toward Artificial Intelligence", "subtitle": null, "abstract": "Artificial Intelligence (AI) is an increasingly prevalent field that influences a number of other areas. It generates a multitudeof reactions among the general population, particularly anxiety, which impacts on the development, deployment, andregulation of AI. Nevertheless, experimental data on public perceptions toward AI are generally lacking. To fill thisgap, this paper presents a large-scale experiment conducted on the influence of the terms used to describe AI on peoplesperception. In a preliminary study (705 participants), words related to AI were extracted. In a second experiment (552participants), the impact of these terminologies on anxiety toward AI was explored. An unprecedented effect of wordingand a positive bias of perception toward computers was revealed by these experiments, compared to robots and newtechnologies. This research paves the way for future studies on the effect of words on perception in the field of AI andnew technologies.", "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/2x43s9hb", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Ragot", "name_suffix": "", "institution": "b¡¿com", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "b¡¿com", "department": "" }, { "first_name": "Chlo", "middle_name": "", "last_name": "Michaud–Redon", "name_suffix": "", "institution": "b¡¿com", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30208/galley/20062/download/" } ] }, { "pk": 29948, "title": "Effects of Battle and Journey Metaphors on CharitableDonations for Cancer Patients", "subtitle": null, "abstract": "Having cancer is often described metaphorically as a battle(“my fight against cancer”) or as a journey (“my path throughcancer treatment”). Previous experimental work has demon-strated that these metaphors can influence people’s reason-ing and emotional inferences about experiences with cancer(Hendricks, Demj ́en, Semino, & Boroditsky, 2018; Hauser &Schwarz, 2019). However, it is currently unknown how theuse of these metaphorical frames translates into behavioralchanges, such as the likelihood and magnitude of charitablegiving. Using hand-labeled data from more than 5,000 Go-FundMe cancer-related campaigns, we ask how a campaign’suse of metaphor predicts several measures of donation behav-ior beyond what other control variables predict (e.g. shares onFacebook). We find that the presence of either metaphor fam-ily (battle or journey) has a positive effect on campaign successand donation behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metaphor; charitable giving; crowdfunding; can-cer" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06c1385x", "frozenauthors": [ { "first_name": "Alex", "middle_name": "", "last_name": "Liebscher", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Sean", "middle_name": "", "last_name": "Trott", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Bergen", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29948/galley/19802/download/" } ] }, { "pk": 29638, "title": "Effects of Causal Determinism on Causal Learning Trajectories", "subtitle": null, "abstract": "Research on causal learning suggests that people are capable of learning nondeterministic causal relations, but might expectcausal relations to be deterministic in certain contexts. In two experiments, we demonstrated that peoples expectations ofcausal determinism are context-sensitive and can influence causal judgments in a sequential learning task. When the datawere deterministic (100% success) and participants expected the cause to be deterministic, their causal judgments wereat ceiling. When participants expectations were nondeterministic, causal ratings increased with accumulating positiveevidence. When the data were probabilistic (75% success), participants exhibited a high violation-of-expectation effectupon seeing the first failed event when they expected the causal relation to be deterministic, and much less so whentheir expectation was nondeterministic. We built a simple Bayesian model to explain participants violation-of-expectationeffect as a selection between two distinct hypotheses: that the causal relation in question is deterministic, and that it isnondeterministic.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8191g8h2", "frozenauthors": [ { "first_name": "Phuong (Phoebe)", "middle_name": "", "last_name": "Dinh", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Danks", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29638/galley/19496/download/" } ] }, { "pk": 29363, "title": "Effects of “chained” study on spontaneous relational discovery", "subtitle": null, "abstract": "Prior knowledge of relational structure allows people toquickly make sense of and respond to new experiences. Whenawareness of such structure is not necessary to support learn-ing, however, it is unclear when and why individuals “spon-taneously discover” an underlying relational schema. Thepresent study examines the determinants of such discovery indiscrimination-based transitive inference (TI), whereby peo-ple learn about a hierarchy of interrelated premises and aretested on their ability to draw inferences that bridge studiedassociations. Experiencing “chained” sequences of overlap-ping premises during training was predicted to facilitate thediscovery of relational structure. Among individuals withoutprior knowledge of the hierarchy, chaining improved relationallearning and was most likely to result in explicit awareness ofthe underlying relations between items. These findings addto growing evidence that the temporal dynamics of training,including successive presentation of overlapping associations,are key to understanding spontaneous relational discovery dur-ing learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "relational learning; relational discovery; transitiveinference" } ], "section": "Human Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fv6c79s", "frozenauthors": [ { "first_name": "Douglas", "middle_name": "B.", "last_name": "Markant", "name_suffix": "", "institution": "University of North Carolina", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29363/galley/19224/download/" } ] }, { "pk": 30012, "title": "Effects of Coordination on Perspective-taking: Evidence from Eye-tracking", "subtitle": null, "abstract": "We investigated whether fine-grained coordination in a screen-based puzzle task with a (virtual) partner would influence on-line perspective-taking. Participants played a screen-basedpuzzle game with a computer player. In the high-coordinationcondition, the player presented participants with puzzle piecesthat could be placed near their partner’s last piece. In the low-coordination condition, pieces could only be placed furtheraway from their partner’s last piece. Participant’s eyemovements were then measured in a referential communicationtask, with the partner giving the instructions, and whetherpossible competitor referents were in shared or privilegedground. The results demonstrate clear effects of ground andcoordination. Participants in both coordination groups weresensitive to the perspective of the interlocutor. In addition,participants in the high-level coordination condition were moresensitive to statistical regularities in the input and theircomprehension was more time-locked to the utterance of thespeaker.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "coordination; perspective-taking; joint action;online comprehension; social cognition" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1807608q", "frozenauthors": [ { "first_name": "Yipu", "middle_name": "", "last_name": "Wei", "name_suffix": "", "institution": "Peking University", "department": "" }, { "first_name": "Yingjia", "middle_name": "", "last_name": "Wan", "name_suffix": "", "institution": "University of Chinese Academy of Sciences", "department": "" }, { "first_name": "Michael", "middle_name": "K.", "last_name": "Tanenhaus", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30012/galley/19866/download/" } ] }, { "pk": 30000, "title": "Effects of domain size during reference production in photo-realistic scenes", "subtitle": null, "abstract": "The current study investigates how speakers are affected by thesize of the visual domain during reference production. Previousresearch found that speech onset times increase along with thenumber of distractors that are visible, at least when speakersrefer to non-salient target objects in simplified visual domains.This suggests that in the case of more distractors, speakers needmore time to perform an object-by-object scan of all distractorsthat are visible. We present the results of a reference productionexperiment, to study if this pattern for speech onset times holdsfor photo-realistic scenes, and to test if the suggested viewingstrategy is reflected directly in speakers’ eye movements. Ourresults show that this is indeed the case: we find (1) that speechonset times increase linearly as more distractors are present; (2)that speakers fixate the target relatively less often in larger do-mains; and (3) that larger domains elicit more fixation switchesback and forth between the target and its distractors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reference; language production; domain size; eyemovements; speech onset times." } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3350n2cr", "frozenauthors": [ { "first_name": "Ruud", "middle_name": "", "last_name": "Koolen", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30000/galley/19854/download/" } ] }, { "pk": 30155, "title": "Effects of linguistic context and world knowledge on the processing of tense andaspect: evidence from eye-tracking", "subtitle": null, "abstract": "The present eye-tracking reading study investigated the real-time processing of the so-called Lifetime Effect, which involvesthe integration of temporal verb morphology and knowledge ofa referent’s lifetime (alive vs. dead). Critical stimuli containedfamous referents, meaning that their lifetime status is widelyknown. In addition, context sentences mentioned their lifetimestatus and occupation. Tense/aspect was manipulated in a fol-lowing target sentence to contain either the present perfect orthe simple future (e.g., She has performed / will perform...).For dead referents, the target sentence was infelicitous giventhe tense/aspectual marking; for living referents, the mark-ing was felicitous. This design permitted us to examine ef-fects of lifetime status conveyed via world knowledge and lin-guistic context on the processing of tense/aspect morphology.Eye-tracking reading times revealed longer total reading timesat the critical (verb) and post-critical regions for the presentperfect when following a deceased context, while the dead-simple future condition had shorter overall reading times thanany other condition. Naturalness ratings revealed the dead-simple future to be quickly and reliably rejected, while thedead-present perfect was deemed acceptable. However, thelatter was rated significantly lower than the living/present per-fect condition. Taken together, the results imply that worldknowledge and an immediate context defining a real-world ref-erent as being dead or alive can jointly modulate the processingof subsequent verb tense/aspect, but with striking differencesbetween the present perfect and simple future.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "eye-tracking reading; language processing; tenseand aspect; context effects; world knowledge" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xc241fw", "frozenauthors": [ { "first_name": "Daniela", "middle_name": "", "last_name": "Palleschi", "name_suffix": "", "institution": "Humboldt-Universit ̈at zu Berlin", "department": "" }, { "first_name": "Camilo", "middle_name": "Rodr ́ıguez", "last_name": "Ronderos", "name_suffix": "", "institution": "Universit ̈atsmedizin Berlin", "department": "" }, { "first_name": "Pia", "middle_name": "", "last_name": "Knoeferle", "name_suffix": "", "institution": "Humboldt-Universit ̈at zu Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30155/galley/20009/download/" } ] }, { "pk": 30151, "title": "Effects of Prior Mention and Task Goals on Language Processing", "subtitle": null, "abstract": "This paper investigates the processing of linguistic elements\nwhose interpretation depends on retrieving information that\nwas available earlier in the situation. Using the visual-world\nparadigm, we examine the processing of the verb return, which\nrequires that an object has previously moved. We manipulated\nwhether the moved object (and the movement itself) was\ndescribed using language, by its typical label or by its location,\nor whether it was seen moving without that movement being\nlabeled. We also manipulated whether the instructions were\npositive (e.g., Return the X), therefore requiring the listener to\nperform an action, or negative (e.g., Don’t return the X), which\nrequired no action. Results reveal a sensitivity to how\ninformation was introduced. Most importantly, with positive\ninstructions, the naming of the object did not have an effect,\nwhereas with negative instructions, naming was important to\ninterpretation. These results indicate that the way information\nis introduced affects the status of this information when it is\nretrieved; these findings also lead us to explicitly consider the\nhypotheses that link language processing and visual attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language processing; context; discourse; negation;\nthe visual world paradigm; eye-tracking" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wz1x5wx", "frozenauthors": [ { "first_name": "Ruth", "middle_name": "", "last_name": "Maddeaux", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Margaret", "middle_name": "", "last_name": "Grant", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Heller", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30151/galley/20005/download/" } ] }, { "pk": 29571, "title": "Effects of Voiced Initial Consonants in Japanese Sound-Symbolic Words:Experiment 3", "subtitle": null, "abstract": "Previous studies have hypothesized that Japanese sound-symbolic words with voiced initial consonants (SSWV; e.g.,boroboro) rather than those with voiceless initial consonants (SSWVL; e.g., horohoro) or semi-voiced initial consonants(SSWSV; e.g., poroporo) induce stronger evaluations of the quality of psycholinguistic features. To investigate this hy-pothesis, we asked 36 Japanese participants to evaluate 13 psycholinguistic features (familiarity, visual imagery, auditoryimagery, haptic imagery, arousal, preference, disgust, hardness, softness, heaviness, lightness, fastness, and slowness) withSSWV, SSWVL, and SSWSV using 5-point semantic differential scales. All the initial consonants involved h (f; SSWVL),p (SSWSV), or b (SSWV). The experimental results showed that SSWV included higher levels of visual imagery, auditoryimagery, haptic imagery, arousal, disgust, hardness, and heaviness over SSWVL or SSWSV (ps ¡ .05). Taken together,these findings suggest that SSWV induces psychological and physical quality evaluations more than SSWVL and SSWSV.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8bf257bv", "frozenauthors": [ { "first_name": "Eisuke", "middle_name": "", "last_name": "Osawa", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Akari", "middle_name": "", "last_name": "Koda", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Kyonosuke", "middle_name": "", "last_name": "Handa", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Shushi", "middle_name": "", "last_name": "Namba", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Xinyi", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Makoto", "middle_name": "", "last_name": "Hirakawa", "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": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29571/galley/19431/download/" } ] }, { "pk": 29966, "title": "Effects of Voiced Initial Consonants in Japanese Sound-Symbolic Words:Experiments 1 and 2", "subtitle": null, "abstract": "Theoretical linguists have hypothesized that the vocalization of the initial consonants in Japanese sound-symbolic wordsaffect their psychological evaluations. By using 5-point semantic differential scales associated with 13 psycholinguis-tic features (familiarity, visual imagery, auditory imagery, haptic imagery, arousal, preference, disgust, hardness, soft-ness, heaviness, lightness, fastness, and slowness), we asked 36 Japanese participants to evaluate sound-symbolic wordswith voiceless (SSWVL; e.g., kirakira) or voiced initial consonants (SSWV; e.g., giragira) in experiment 1, whereas weasked them to evaluate sound-symbolic words with semi-voiced consonants (SSWSV; e.g., pochapocha) or SSWV (e.g.,bochabocha) in experiment 2. Results of experiments 1 and 2 showed that the participants had higher levels of disgust,arousal, hardness, heaviness, and slowness for SSWV as opposed to SSWVL and SSWSV (ps ¡ .05). In sum, these find-ings suggest that the presence of vocalization of initial consonants in Japanese sound-symbolic words contribute to theirpsychological evaluations to sound-symbolic words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75x1t89s", "frozenauthors": [ { "first_name": "Akari", "middle_name": "", "last_name": "Koda", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Eisuke", "middle_name": "", "last_name": "Osawa", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Kyonosuke", "middle_name": "", "last_name": "Handa", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Shushi", "middle_name": "", "last_name": "Namba", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Xinyi", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Yutaka", "middle_name": "", "last_name": "Haramaki", "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": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29966/galley/19820/download/" } ] }, { "pk": 29658, "title": "Efficient navigation using a scalable, biologically inspired spatial representation", "subtitle": null, "abstract": "We present several experiments demonstrating the efficiencyand scalability of a biologically inspired spatial representationon navigation tasks using artificial neural networks. Specifi-cally, we demonstrate that encoding coordinates with SpatialSemantic Pointers (SSPs) outperforms six other proposed en-coding methods when training a neural network to navigate toarbitrary goals in a 2D environment. The SSP representationnaturally generalizes to larger spaces, as there is no definitionof a boundary required (unlike most other methods). Addition-ally, we show how this navigational policy can be integratedinto a larger system that combines memory retrieval and self-localization to produce a behavioural agent capable of findingcued goal objects. We further demonstrate that explicitly incor-porating a hexagonal grid cell-like structure in the generationof SSPs can improve performance. This biologically inspiredspatial representation has been shown to be able to producespiking neural models of spatial cognition. The link betweenSSPs and higher level cognition allows models using this rep-resentation to be seamlessly integrated into larger neural mod-els to elicit complex behaviour.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic Pointer Architecture; spatial semanticpointer; spatial representation; navigation; policy learning" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zg9g5pq", "frozenauthors": [ { "first_name": "Brent", "middle_name": "", "last_name": "Komer", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Eliasmith", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29658/galley/19515/download/" } ] }, { "pk": 29382, "title": "Embodiment and gender interact in alignment to TTS voices", "subtitle": null, "abstract": "The current study tests subjects’ vocal alignment toward femaleand male text-to-speech (TTS) voices presented via threesystems: Amazon Echo, Nao, and Furhat. These systems vary intheir physical form, ranging from a cylindrical speaker (Echo), toa small robot (Nao), to a human-like robot bust (Furhat). We testwhether this cline of personification (cylinder < mini robot ", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "vocal alignment; embodiment; human-deviceinteraction; gender; text-to-speech" } ], "section": "Gender and Individuals", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1dx8f8bj", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Cohn", "name_suffix": "", "institution": "UC Davis", "department": "" }, { "first_name": "Patrik", "middle_name": "", "last_name": "Jonell", "name_suffix": "", "institution": "KTH Royal Institute of Technology", "department": "" }, { "first_name": "Taylor", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "UC Davis", "department": "" }, { "first_name": "Jonas", "middle_name": "", "last_name": "Beskow", "name_suffix": "", "institution": "KTH Royal Institute of Technology,", "department": "" }, { "first_name": "Georgia", "middle_name": "", "last_name": "Zellou", "name_suffix": "", "institution": "UC Davis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29382/galley/19243/download/" } ] }, { "pk": 29886, "title": "Embodiment and immersion in cognition-focused virtual environments", "subtitle": null, "abstract": "Cognitive science has much to contribute in regard to the development of accurate and valid virtual environments wherehumans act as operators. For example, optimal performance for visual-motor tasks may require a strong sense of immersionwith respect to flow and interactivity. The present research examined the relation of presence/absence of operator handsduring simulated flight simulation to a series of key immersion factors (N=47). Furthermore, the impact of levels ofimmersion (using self-report scales) on operator performance were also investigated. Results show that hand presenceaffected both absorption and interactivity. Importantly, operator performance showed greater precision when absorptionand interactivity were rated higher. These findings suggest that the development of virtual environments requiring humanoperators and complex cognitive functions must consider the impact of embodiment and levels of immersion.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8sp5z8vb", "frozenauthors": [ { "first_name": "Anya", "middle_name": "Pejemsky", "last_name": "Pejemsky", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Kathleen", "middle_name": "", "last_name": "Van Benthem", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Herdman Dr.", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29886/galley/19740/download/" } ] }, { "pk": 30063, "title": "Emotional Valence of Narratives Is Preserved Across Multiple Retellings", "subtitle": null, "abstract": "Frederic Bartlett pioneered the research on serial reproduction in 1932 and suggested that the stereotypical or schematicform of narratives consists in rationalization, a causal connection within a story and its plot. We conducted the largestretelling experiment to date with two different studies (19,086 retellings; 12,840 participants) that both reach the conclu-sion that retelling of narratives is focused on the precise preservation of the storys degree of happiness and sadness, evenwhen many other aspects related to coherence and rationalization of the story deteriorate. These findings, supported by anovel statistical model with Bayesian estimation, suggest that the happiness and sadness of a story operates as the anchorof stability for both reception-encoding and for reproduction-retrieval of narratives. We suggest that happiness and sadnessin narratives function not simply as discrete emotions, but also as verdicts concerning the outcome of a story.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k6396c0", "frozenauthors": [ { "first_name": "Fritz", "middle_name": "", "last_name": "Breithaupt", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Binyan", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Kruschke", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30063/galley/19917/download/" } ] }, { "pk": 29416, "title": "Emotional Words – The Relationship of Self- and Other-Annotation of Affect\nin Written Text", "subtitle": null, "abstract": "For human and automatic text annotation of emotions, it is as-\nsumed that affect can be traced in language on (combinations\nof) individual words, text fragments, or other linguistic pat-\nterns, which can be identified and labelled correctly. For exam-\nple, many sentiment analysis systems consider isolated words\naffectively meaningful units, whose proportions in a given text\nreveal its overall affective meaning. However, whether these\nwords and their combinations as identified either by humans or\nalgorithms also match the actual feelings of the authors remains\nunclear. Potential discrepancies between affect expression and\nperception in text have received surprisingly little scholarly at-\ntention, although a number of studies has already identified dis-\nparities between self- and other-annotation in affect detection\nfor speech and audio-visual data. Therefore, we ask whether a\nsimilar difference shows in annotations of emotions in text.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion expression; emotion perception; text an-\nnotation; language production; appraisals" } ], "section": "Emotions and Beliefs", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/46r30843", "frozenauthors": [ { "first_name": "Nadine", "middle_name": "", "last_name": "Braun", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Martijn", "middle_name": "", "last_name": "Goudbeek", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Emiel", "middle_name": "", "last_name": "Krahmer", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29416/galley/19276/download/" } ] }, { "pk": 29641, "title": "Emotion, entropy evaluations and subjective uncertainty", "subtitle": null, "abstract": "A variety of conceptualizations of psychological uncertaintyexist. From an information-theoretic perspective, probabilisticuncertainty can be formalized as mathematical entropy. Cog-nitive emotion theories posit that uncertainty appraisals andmotivation to reduce uncertainty are modulated by emotionalstate. Yet little is known about how people evaluate proba-bilistic uncertainty, and about how emotional state modulatespeople’s evaluations of probabilistic uncertainty and behaviorto reduce probabilistic uncertainty. We tested intuitive entropyevaluations and entropy reduction strategies across four emo-tion conditions in the Entropy Mastermind game. We used theunified Sharma-Mittal space of entropy measures to quantifyparticipants’ entropy evaluations. Results suggest that manypeople use a heuristic strategy, focusing on the number of pos-sible outcomes, irrespective of the probabilities in the proba-bility distribution. This result is surprising, given that previouswork suggested that people are very sensitive to the maximumprobability when choosing queries on probabilistic classifica-tion tasks. Emotion induction generally increased participants’heuristic assessment. The uncertainty associated with emo-tional states also affected game play: participants needed fewerqueries and spent less time on games in high-uncertainty thanin low-uncertainty emotional states. Yet entropy perceptionswere not related to subjectively reported uncertainty, numer-acy or entropy knowledge, suggesting that entropy perceptionsmay form an independent psychological construct.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Entropy; human entropy intuitions; Sharma-Mittalspace; emotion; uncertainty" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hf6f0rb", "frozenauthors": [ { "first_name": "Lara", "middle_name": "", "last_name": "Bertram", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Matthias", "middle_name": "", "last_name": "Hofer", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Nelson", "name_suffix": "", "institution": "University of Surrey", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29641/galley/19499/download/" } ] }, { "pk": 29749, "title": "Encoder-Decoder Neural Architectures for Fast Amortized Inference of CognitiveProcess Models", "subtitle": null, "abstract": "Computational cognitive modeling offers a principled inter-pretation of the functional demands of cognitive systems andaffords quantitative fits to behavioral/brain data. Typically,cognitive modelers are interested in the fit of a model withparameters estimated using maximum likelihood or Bayesianmethods. However, the set of models with known likeli-hoods is dramatically smaller than the set of plausible gen-erative models. For all but some standard models (e.g., thedrift-diffusion model), lack of closed-form likelihoods typi-cally prevents using traditional Bayesian inference methods.Employing likelihood-free methods is a workaround in prac-tice. However, the computational complexity of these methodsis a bottleneck, since it requires many simulations for each pro-posed parameter set in posterior sampling schemes. Here, wepropose a method that learns an approximate likelihood overthe parameter space of interest by encapsulation into a convo-lutional neural network, affording fast parallel posterior sam-pling downstream after a one-off simulation cost is incurredfor training.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Likelihood-free inference; Approximate BayesianComputation; ABC; Importance Sampling; Bayesian Infer-ence; Neural Networks; GPU; Parallel Computing; CognitiveProcess Models." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0kz3f94z", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "", "last_name": "Fengler", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Lakshmi", "middle_name": "Narasimhan", "last_name": "Govindarajan", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Michael", "middle_name": "J.", "last_name": "Frank", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29749/galley/19605/download/" } ] }, { "pk": 30016, "title": "Encoding or Post Encoding Mechanisms Invoke Enhanced Memory for Event\nBoundaries?", "subtitle": null, "abstract": "We perceive our environment by breaking it down into\nsegments known as events. Event segmentation influences\nmemory by enhancing the retention of information at\nboundaries as compared to information that is contained within\nthe boundaries of an event (the event boundary advantage).\nThis effect has been attributed to changes in attention during\nperception of events. Prior studies have demonstrated greater\nattention while perceiving event boundaries but have failed to\ndemonstrate attention as the underlying mechanism for the\nevent-boundary advantage. Two behavioral experiments were\nconducted to investigate, a) whether the event boundary\nadvantage is observed even for events that are perceived while\nperforming a concurrent task? and b) Is there a decrease in the\nboundary advantage when the concurrent task complexity is\nincreased? In both experiments, participants watched videos\nrelated to performance of daily tasks, while simultaneously\nperforming a probe detection task; either a simple dot detection\n(Experiment 1) or a go/ no-go task (Experiment 2). The probe\nwas presented either at an event boundary or at pre-defined\nnon-boundary time point and the memory for both temporal\nlocations was measured after the completion of the detection\ntask. A mixed effects logistic regression revealed an interactive\neffect for both detection accuracy and the boundary advantage;\nprobe detection at event boundaries remained unaffected\nthroughout an event irrespective of the level of the task\ncomplexity while, contrary to prediction, a boundary advantage\nin memory was also observed. But detection and memory\naccuracy for non-boundaries decreased successively for both\nlow and high secondary task complexity suggesting greater\ninterference for processing non-boundary information. These\nresults indicate that greater attention may not be the only\npredictor of better memory for event boundaries as postulated\nby Event Segmentation theory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Event boundary advantage" }, { "word": "Event segmentation" }, { "word": "Attention and Event boundaries" }, { "word": "Event memory" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27t353s0", "frozenauthors": [ { "first_name": "Rujuta", "middle_name": "", "last_name": "Pradhan", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" }, { "first_name": "Devpriya", "middle_name": "", "last_name": "Kumar", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30016/galley/19870/download/" } ] }, { "pk": 30057, "title": "Enculturing cognition: integrating material culture in human cognitive evolution", "subtitle": null, "abstract": "Debates about human cognitive evolution include the uniqueness, antiquity, and foundations of the modern mind. Widelyaccepted models often pose progressive cognitive stages ascribed to particular species from apes to humans, placingthe emergence of fundamental aspects of modern human cognition late in evolution. Given that recent archaeologicaldiscoveries suggest that many traits traditionally used to define H. sapiens mentality (i.e. symbolism, language) are olderand likely shared with archaic hominins (e.g. Neanderthals), how can we identify truly distinctive aspects of cognition inphylogeny? Topical studies are demonstrating how different facets of material culture (e.g. tool use, tool production, skilllearning) can shape the mind. Considering this, models of hominin cognition based on material culture can provide moreaccurate and testable accounts that need not appeal to progressistic criteria. This way, material culture studies can bridgethe current chasm between the archaeological and fossil records and theories of cognitive evolution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9m0832ds", "frozenauthors": [ { "first_name": "Larissa", "middle_name": "Mendoza", "last_name": "Straffon", "name_suffix": "", "institution": "University of Bergen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30057/galley/19911/download/" } ] }, { "pk": 29452, "title": "End-to-end Deep Prototype and Exemplar Models for Predicting Human Behavior", "subtitle": null, "abstract": "Traditional models of category learning in psychology focuson representation at the category level as opposed to the stim-ulus level, even though the two are likely to interact. Thestimulus representations employed in such models are eitherhand-designed by the experimenter, inferred circuitously fromhuman judgments, or borrowed from pretrained deep neuralnetworks that are themselves competing models of categorylearning. In this work, we extend classic prototype and ex-emplar models to learn both stimulus and category represen-tations jointly from raw input. This new class of models canbe parameterized by deep neural networks (DNN) and trainedend-to-end. Following their namesakes, we refer to them asDeep Prototype Models, Deep Exemplar Models, and DeepGaussian Mixture Models. Compared to typical DNNs, wefind that their cognitively inspired counterparts both providebetter intrinsic fit to human behavior and improve ground-truthclassification.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; deep neural networks; proto-type models; exemplar models; Gaussian mixture model" } ], "section": "Categorization", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3007v4zg", "frozenauthors": [ { "first_name": "Pulkit", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Joshua", "middle_name": "C.", "last_name": "Peterson", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Ruairidh", "middle_name": "M.", "last_name": "Battleday", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29452/galley/19312/download/" } ] }, { "pk": 29824, "title": "End-to-End Models for the Analysis of System 1 and System 2 Interactions basedon Eye-Tracking Data", "subtitle": null, "abstract": "The Stroop test evaluates the ability to inhibit cognitive interference. This interference occurs when the processing of onestimulus characteristic affects the simultaneous processing of another attribute of the same stimulus. Eye movements are anindicator of the individual attention load required for inhibiting cognitive interference. We used an eye tracker to collecteye movements data from more than 60 subjects each performing four different but similar tasks (some with cognitiveinterference and some without). After the extraction of features related to fixations, saccades and gaze trajectory, wetrained different Machine Learning models to recognize tasks performed in the different conditions (i.e. with interference,without interference). The models achieved good classification performances when distinguishing between similar tasksperformed with or without cognitive interference. This suggests the presence of characterizing patterns common amongsubjects, despite of the individual variability of visual behavior. The results open up interesting investigations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6t25p08t", "frozenauthors": [ { "first_name": "Alessandro", "middle_name": "", "last_name": "Rossi", "name_suffix": "", "institution": "University of Siena", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Ermini", "name_suffix": "", "institution": "University of Siena", "department": "" }, { "first_name": "Dario", "middle_name": "", "last_name": "Bernabini", "name_suffix": "", "institution": "University of Siena", "department": "" }, { "first_name": "Dario", "middle_name": "", "last_name": "Zanca", "name_suffix": "", "institution": "University of Siena", "department": "" }, { "first_name": "Marino", "middle_name": "", "last_name": "Todisco", "name_suffix": "", "institution": "University of Siena", "department": "" }, { "first_name": "Alessandro", "middle_name": "", "last_name": "Genovese", "name_suffix": "", "institution": "AIDILAB", "department": "" }, { "first_name": "Antonio", "middle_name": "", "last_name": "Rizzo", "name_suffix": "", "institution": "University of Siena", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29824/galley/19678/download/" } ] }, { "pk": 29359, "title": "Engaging with figurative language: insights from neuroimaging", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Emotion" }, { "word": "Metaphor" }, { "word": "idiom" }, { "word": "fMRI" }, { "word": "L2" } ], "section": "Neuroscience and Psychophysics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4qz32947", "frozenauthors": [ { "first_name": "Francesca", "middle_name": "M.M.", "last_name": "Citron", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29359/galley/19220/download/" } ] }, { "pk": 29579, "title": "English speakers (in)ability to explicitly recognize agent and patient categories", "subtitle": null, "abstract": "Adults represent events in terms of abstract participant roles (e.g., when Edith eats chocolate, Edith is an agent and thechocolate is a patient) (Rissman & Majid, 2019). English, however, lacks commonly-known labels for these roles, whichmay make the distinction less accessible to people. We presented 42 English-speakers with 24 pictures of an agent actingon a patient (e.g., one person kicking another). A red dot marked the agent in half the pictures and marked the patientin the other half. We asked participants to sort the pictures into two piles using whatever criteria they liked. After threeopportunities to sort the pictures, only 55% of participants sorted into agent/patient piles. When the remaining 45% weregiven the agent/patient piles, only half were able to explain the basis for the sort. This suggests a disconnect betweenthe robustness of agent/patient categories in implicit processing and the availability of this seemingly basic distinction toexplicit reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8md972qb", "frozenauthors": [ { "first_name": "Lilia", "middle_name": "", "last_name": "Rissman", "name_suffix": "", "institution": "University of Wisconsin Madison", "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": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29579/galley/19438/download/" } ] }, { "pk": 30049, "title": "English Speakers Produce and Understand Expletive Negation", "subtitle": null, "abstract": "Romance languages are well known for their use of expletive\nnegation (henceforth, EN), i.e., the occurrence of a negator in\nthe complement clause of certain verbs, adpositions or adverbs\nthat is “illogically” not part of the meaning of the sentence.\nThis study explores the hypothesis that such “illogism” that\nrecurs across languages must be due to universal properties of\nthe message to be encoded and the language production system.\nJin & Koenig (2019) proposed a language production model to\naccount for the striking similarity of EN-triggers between two\nunrelated languages (French and Mandarin). Their model\nmakes several predictions which our paper tests: (i) languages\nlike English where EN is purported not to occur should in fact\ninclude the same range of EN-triggers; (ii) English speakers\ncan understand a negator within the scope of an EN-trigger\nexpletively; (iii) the likelihood a speaker of English will\nunderstand a negator expletively is correlated with how\nfrequently she has encountered an expletive interpretation of\nnegators for that particular trigger. To test the first prediction,\nwe conducted a corpus study of unrehearsed English speech on\nGoogle. To test the second prediction, we conducted a semantic\nStroop-like comprehension experiment where participants’\nsemantic judgements (both logical accuracy and response time)\nwas dependent on whether a negator was interpreted logically\nor expletively. Overall, this paper suggests that EN is by no\nmeans specific to Romance languages and that expletive uses\nof negators occur in the same contexts in both production and\ncomprehension in languages where EN is not conventionalized\nto the same degree it is in Romance. Overall, our results\nsupport the claim that “illogical” properties of natural\nlanguages that recur across languages of the world reflect\nuniversal properties of the language production system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "expletive negation; language production; speech\nerror; language comprehension; semantics" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7x53x7x2", "frozenauthors": [ { "first_name": "Yanwei", "middle_name": "", "last_name": "Jin", "name_suffix": "", "institution": "University at Buffalo", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Koenig", "name_suffix": "", "institution": "University at Buffalo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30049/galley/19903/download/" } ] }, { "pk": 29945, "title": "Enhancing Cognitive Assessment through Multimodal Sensing:A Case Study Using the Block Design Test", "subtitle": null, "abstract": "Many cognitive assessments are limited by their reliance onrelatively sparse measures of performance, like per-item ac-curacy or reaction time. Capturing more detailed behavioralmeasurements from cognitive assessments will enhance theirutility in many settings, from individual clinical evaluationsto large-scale research studies. We demonstrate the feasibilityof combining scene and gaze cameras with supervised learn-ing algorithms to automatically measure key behaviors on theblock design test, a widely used test of visuospatial cognitiveability. We also discuss how this block-design measurementsystem could enhance the assessment of many critical cogni-tive and meta-cognitive functions such as attention, planning,progress monitoring, and strategy selection.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8bd948mg", "frozenauthors": [ { "first_name": "Seunghwan", "middle_name": "", "last_name": "Cha", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Ainooson", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Eunji", "middle_name": "", "last_name": "Chong", "name_suffix": "", "institution": "Georgia Tech", "department": "" }, { "first_name": "Isabelle", "middle_name": "", "last_name": "Soulieres", "name_suffix": "", "institution": "University of Quebec at Montreal", "department": "" }, { "first_name": "James", "middle_name": "M.", "last_name": "Rehg", "name_suffix": "", "institution": "Georgia Tech", "department": "" }, { "first_name": "Maithilee", "middle_name": "", "last_name": "Kunda", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29945/galley/19799/download/" } ] }, { "pk": 30183, "title": "Enhancing generalization through an optimized sequential curriculum: Learning(to read) through machine teaching", "subtitle": null, "abstract": "Learning environments are rich with structure but learning that structure can take considerable effort. Given that thesequence with which knowledge is accumulated is important for development (Smith & Slone, 2017), we consider whetheroptimizing the sequence of training examples can accelerate learning, as evaluated by out of sample generalization. Toexamine this issue we used established connectionist networks that map an orthographic input to a phonological output(Cox, Cooper Borkenhagen, & Seidenberg, 2018; Plaut et al., 1996). Utilizing machine teaching (Sen et al., 2018; Zhu,2015) to optimize word selection for a 10,000 word sequence, we observe an 8% average gain (over 100 sequences) ongeneralization accuracy (from 51% to 59%) compared to matched random sequences. These findings have implicationsfor learning domains where generalization is critical, like reading development where the child needs to gain as muchknowledge as possible from limited experience.", "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/8ww5m730", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "Cooper", "last_name": "Borkenhagen", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Ayon", "middle_name": "", "last_name": "Sen", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Seidenberg", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Jerry", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Cox", "name_suffix": "", "institution": "Louisiana State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30183/galley/20037/download/" } ] }, { "pk": 30009, "title": "Entropy of Sounds: Sonnets to Battle Rap", "subtitle": null, "abstract": "Poetry and lyrics across cultures, from Sonnets to Rap, demon-strate an obvious human cognitive capacity for the perceptionand production of various multi-syllable sound patterns. Herewe use entropy to measure discrete serialized representationsof phones and to explore the complexity of these sound struc-tures across genres of creative language arts. The present ex-ploratory analysis has two main objectives. First, our aim isto broaden the scope of cognitive processes and data that areconsidered in statistical learning approaches to phonologicallearning and language acquisition. Second, we hope to to pro-vide a basis for more targeted computational and phonologicalinvestigations of these patterns. We compare the conditionalentropy of sequences of phonological patterns in lyrics and findthat, in general, Battle Rap and Sonnets maintain noticeablylower entropy than other genres across sequence sizes, whilelyrics from Electronic music and Hip-Hop display relativelyhigh entropy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Conditional Entropy; Phonology; Learning; Po-etry; Music; Genres" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8906q5vt", "frozenauthors": [ { "first_name": "Jordan", "middle_name": "", "last_name": "Ackerman", "name_suffix": "", "institution": "Cognitive and Information Sciences", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30009/galley/19863/download/" } ] }, { "pk": 30073, "title": "Epistemic Beliefs, Language, and Sources: Interactive Effects on Belief and Trustof Scientific Information", "subtitle": null, "abstract": "Research suggests that peoples learning may be influenced by individual differences in their epistemic beliefs, such asFaith in Intuition (FiN), Need for Evidence (NfE), and belief that Truth is Political(TiP). This study investigated the extentto which these epistemic beliefs influenced belief in scientific information about global warming and trust in sources.Participants read statements about global warming and rated how much they believed the information and trusted thesource. Each statement was presented with a conservative, liberal, or scientific source and framed in certain or tentativelanguage. We found that epistemic beliefs significantly interacted with source and language tentativeness. For example,those with low FiN believed certain language statements more than tentative language statements. Those with low NfEbelieved conservative sources more than scientific or liberal sources. These findings demonstrate how individuals epistemicbeliefs interact with source and language factors to influence belief and trust of scientific information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xw2h4d9", "frozenauthors": [ { "first_name": "Rina", "middle_name": "", "last_name": "Harsch", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Reese", "middle_name": "", "last_name": "Butterfuss", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Panayiota", "middle_name": "", "last_name": "Kendeou", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30073/galley/19927/download/" } ] }, { "pk": 29949, "title": "Euphemism and Gender: A Computational Inquiry", "subtitle": null, "abstract": "Euphemisms are a part of language which enable the discussion of taboo topics, without directly naming those taboos.Previous work suggests that women use euphemisms more than men do. However, there has been no quantitative attemptto test this proposal. We develop a simple computational method to investigate whether men and women use euphemismdifferently in the Canadian Hansard and US Congressional datasets. For a set of taboo-euphemism pairs (e.g. died-passedaway), we computed the relative frequency of the euphemism in speech from female and male speakers. Preliminaryevidence from these two political datasets show that women do use the euphemistic expressions more than men do, butthey also use the taboo expressions more. Future work should investigate whether the same pattern holds in data fromdifferent domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6v315342", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Kapron-King", "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": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29949/galley/19803/download/" } ] }, { "pk": 29441, "title": "Evaluating computational models of infant phonetic learning across languages", "subtitle": null, "abstract": "In the first year of life, infants’ speech perception becomesattuned to the sounds of their native language. Many accountsof this early phonetic learning exist, but computational modelspredicting the attunement patterns observed in infants fromthe speech input they hear have been lacking. A recent studypresented the first such model, drawing on algorithms proposedfor unsupervised learning from naturalistic speech, and tested iton a single phone contrast. Here we study five such algorithms,selected for their potential cognitive relevance. We simulatephonetic learning with each algorithm and perform tests onthree phone contrasts from different languages, comparing theresults to infants’ discrimination patterns. The five models dis-play varying degrees of agreement with empirical observations,showing that our approach can help decide between candidatemechanisms for early phonetic learning, and providing insightinto which aspects of the models are critical for capturing in-fants’ perceptual development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "early phonetic learning; representation learning;phone discrimination; computational model" } ], "section": "Speech and Phonetics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dv3k6f2", "frozenauthors": [ { "first_name": "Yevgen", "middle_name": "", "last_name": "Matusevych", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Schatz", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Herman", "middle_name": "", "last_name": "Kamper", "name_suffix": "", "institution": "Stellenbosch University", "department": "" }, { "first_name": "Naomi", "middle_name": "H.", "last_name": "Feldman", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Goldwater", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29441/galley/19301/download/" } ] }, { "pk": 29459, "title": "Event-related potentials reveal differences between foveal and parafovealintegration of visual and contextual information during sentence processing", "subtitle": null, "abstract": "Electrical brain potentials in response to violation of expectations in language processing have revealed that people usesentence context to facilitate word recognition and integration. Less is known about the interaction between the qualityof visual information in reading and the use of contextual information. In the current study we manipulated the visualfield (foveal vs. parafoveal) in which a sentence-final expected word, orthographic neighbor of an expected word, orunexpected word is presented and recorded event-related potentials (ERPs) to investigate the role of visual clarity. We findevidence that earlier stages of semantic retrieval indexed by the N400 are resilient to visual information presented at greatereccentricity, but that later, integration-related processes indexed by a posterior late positive complex (LPC) may depend onunambiguous, foveally presented visual information. These findings have implications for parafoveal processing duringnatural reading.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Reading and Processing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2x02w3jd", "frozenauthors": [ { "first_name": "Sara", "middle_name": "", "last_name": "Milligan", "name_suffix": "", "institution": "University of South Florida", "department": "" }, { "first_name": "Alex", "middle_name": "", "last_name": "Sciuto", "name_suffix": "", "institution": "University of South Florida", "department": "" }, { "first_name": "Martn", "middle_name": "", "last_name": "Antnez", "name_suffix": "", "institution": "University of La Laguna", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Schotter", "name_suffix": "", "institution": "University of South Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29459/galley/19319/download/" } ] }, { "pk": 29598, "title": "Events Structure Information Accessibility Less in Children than Adults", "subtitle": null, "abstract": "Adults parse continuous experience into meaningful events, a process referred to as event segmentation. This segmentationin turn colors how experiences are construed content experienced within an event is held mentally in an accessible state,which is then dropped after an event boundary. However, little is known about whether children are similarly influencedby event boundaries. Here, we tested seven- to nine-year-old childrens and adults recognition of objects experienced eitherwithin or across event boundaries of two cartoons. We found that children and adults were both more accurate and fasterto correctly recognizing objects that last occurred within events than across an event boundary. We, however, additionallyobserved an interaction such that childrens access to recent experience was less influenced by event boundaries than adults.Thus, while the spontaneous segmentation of complex events emerges by middle childhood, event structure less reliablyshapes the active contents of childrens minds than adults.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4qh53710", "frozenauthors": [ { "first_name": "Jie", "middle_name": "", "last_name": "Ren", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Erika", "middle_name": "", "last_name": "Wharton-Shukster", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Katherine", "middle_name": "", "last_name": "Duncan", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Amy", "middle_name": "Sue", "last_name": "Finn", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29598/galley/19457/download/" } ] }, { "pk": 30079, "title": "Evidence for a Community of Knowledge Across Culture", "subtitle": null, "abstract": "We tested an implication of the community of knowledge\nhypothesis, that people fail to distinguish their own knowledge from\nother people’s knowledge in a collectivist society (China) as they do\nin individualistic societies like the United States. As predicted,\ndespite the absence of any actual explanatory information, people\nrated their own understanding of novel natural and economic\nphenomena as higher when they were told that experts understood\nthe phenomena than when they were told that experts did not yet\nunderstand them. This suggests that the community of knowledge\neffect may hold across cultures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive processes; knowledge level; judgment;\ncollective cognition; community of knowledge; contagious sense of\nunderstanding" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7m90b0xt", "frozenauthors": [ { "first_name": "Mae", "middle_name": "", "last_name": "Fullerton", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Sloman", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "SzeYu", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "Peking University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30079/galley/19933/download/" } ] }, { "pk": 29952, "title": "Evidence for representation of symbolic associations and Negation logical operatorin 4 mo old infants", "subtitle": null, "abstract": "In experiment 1 in an EEG-ERP design we showed 4 mo-old infants who are trained on 2 associations strictly in labelto object direction and 2 other associations in the opposite direction can retain these representations bi-directionally, asopposed to several other species failing on this task (Urcuioli, 2015), suggesting that the label-object associations areacquired symbolically in early infancy. In Experiment 2 infants were home trained on four label-object associations asin Exp 1 and then received a brief familiarization that when the labels precede a pseudo-word, the upcoming object canbe any except the one originally matched with that label. Results suggest that infants discriminate between incongruentand congruent applications of this negation pseudoword on a novel label and can furthermore generalize to new objects asevidenced by the patterns of their EEG-ERP responses, providing a first direct evidence for negation in early infancy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0dr9g979", "frozenauthors": [ { "first_name": "Milad", "middle_name": "", "last_name": "Ekramnia", "name_suffix": "", "institution": "Neurospin", "department": "" }, { "first_name": "Ghislaine", "middle_name": "", "last_name": "Dehaene", "name_suffix": "", "institution": "Neurospin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29952/galley/19806/download/" } ] }, { "pk": 30051, "title": "Evidence for Win-Stay-Lose-Shift in Puppies and Adult Dogs", "subtitle": null, "abstract": "Many organisms encounter situations where they lackinformation required to successfully exploit a resource. Onestable strategy that may be particularly useful is a win-stay-lose-shift strategy, in which an individual continues toperform a behavior that has proven fruitful in the recent pastor otherwise shifts to a new behavior. Here we investigatewhether domestic dogs (Canis familiaris) use a win-stay-lose-shift strategy utilizing data from 326 puppies and 323 adultdogs on a repeated object-choice task. We found a significanteffect of previous-trial success on dogs’ subsequent searchpatterns. Specifically, dogs were more likely to shift searchlocations if they were unsuccessful on the previous trial.These findings suggest that puppies and adult dogs win-stay-lose-shift.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "win-stay-lose-shift; strategies; dogs; evolution" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d73306j", "frozenauthors": [ { "first_name": "Molly", "middle_name": "", "last_name": "Byrne", "name_suffix": "", "institution": "Boston College", "department": "" }, { "first_name": "Emily", "middle_name": "E.", "last_name": "Bray", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Evan", "middle_name": "L.", "last_name": "MacLean", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Angie", "middle_name": "M.", "last_name": "Johnston", "name_suffix": "", "institution": "Boston College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30051/galley/19905/download/" } ] }, { "pk": 29625, "title": "Evidence of Self Referential Prioritization on the basis of Visual Features:Attributing Salience to Rule - Learning", "subtitle": null, "abstract": "Participants show faster and more accurate processing for arbitrary geometrical stimuli if they are paired with a self- rel-evant label (triangle = you). We ask whether participants only form self associations with specific exemplars (triangle,circle, square), or whether they analyse the stimuli in terms of visual features, (for e.g. no. of vertices = 3), and cangeneralise the learned associations with the entire category of the stimuli (say, all triangles). In our experiments, partici-pants showed the self referential advantage not only to previously exposed exemplars of the same category, but also novelstimuli that could be categorised on the basis of similar visual features. Interestingly, they could generalise not only on thebasis of a single rule, but also on the basis of a conjunction of more than one rule. These findings could be extended toexplain social categorisation in the real world through group memberships.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/47s195wt", "frozenauthors": [ { "first_name": "Neelabja", "middle_name": "", "last_name": "Roy", "name_suffix": "", "institution": "Indian Institute of Technology Kanpur", "department": "" }, { "first_name": "Harish", "middle_name": "", "last_name": "Karnick", "name_suffix": "", "institution": "Indian Institute of Technology Kanpur", "department": "" }, { "first_name": "Ark", "middle_name": "", "last_name": "Verma", "name_suffix": "", "institution": "Indian Institute of Technology Kanpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29625/galley/19483/download/" } ] }, { "pk": 30102, "title": "Exact number concepts depend on language", "subtitle": null, "abstract": "The ability to represent large exact numbers is unique to humans. On some proposals, this capacity depends crucially onlanguage; learning the count list (”one”, ”two”, ”three”, etc.) allows children to represent the exact cardinality of numberslarger than four. On alternative proposals, this ability depends not on language but on innate pre-verbal counting processes.Here, we conducted a non-verbal test of large exact number concepts in the Tsimane’, an indigenous Amazonian culturein which adults vary widely in their knowledge of the verbal count list. Participants correctly matched the number ofobjects in a response set to the number in a sample set but only for cardinalities that were within their verbal count range.For larger cardinalities, they reproduced sets that were only approximately matched in number. The findings challengeaccounts that posit pre-verbal number concepts and support the Whorfian view that language can enable new conceptualabilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9cw8g2cn", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Gibson", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Piantadosi", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30102/galley/19956/download/" } ] }, { "pk": 29652, "title": "Examining a developmental pathway of early word learning: From qualitative\ncharacteristics of parent speech, to sustained attention, to vocabulary size", "subtitle": null, "abstract": "The quality of parent speech has been argued to impact child\nlanguage growth above and beyond quantity. One potential\nmechanism tying online experience to long-term vocabulary\ndevelopment is sustained attention to targets of parent speech.\nWe recruited thirty-five parent-toddler dyads to participate in\nfree toy play while wearing head-mounted eye trackers. Parent\nspeech was categorized based on its referential nature, syntax,\nand communicative intent. Parent referential speech positively\nrelated to both vocabulary size and online patterns of sustained\nattention. Speech categorized based on communicative intent\nalso showed relations with vocabulary size and sustained\nattention, but specific types of speech impacting each differed.\nThese results support the hypotheses that qualitative\ncharacteristics of parent speech relate to both long-term\nlanguage growth and online sustained attention and provide\ntentative evidence for the broader hypothesis that sustained\nattention is the mechanism tying online experience to long-\nterm language growth.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "eye-tracking; language input; eye-tracking;\nparent-child interaction; sustained attention; vocabulary size" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2p82d0sp", "frozenauthors": [ { "first_name": "Ryan", "middle_name": "E.", "last_name": "Peters", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29652/galley/19510/download/" } ] }, { "pk": 29840, "title": "Examining Developmental Change in Children’s Information Use", "subtitle": null, "abstract": "Adults tend to make biased inferences when they are givenbase-rates that conflict with individuating information (i.e., apersonality description). More recent work has shown thatchildren rely on individuating information by the age of 6,though 4-year-olds rely more on numerical information,arguably providing the more normative response (Gualtieri &Denison, 2018). In two experiments (N = 80 per experiment),we explored age differences in 4- and 6-year-old children’sability to integrate base-rate and individuating information bymanipulating the strength of the information provided. Four-year-olds’ responses reflected more base-rate use, regardless ofthe strength of the individuating information. Six-year-oldsweighed the information at hand, showing a general preferencefor the individuating information but relying more on the base-rates when the individuating information was less informative.Though younger preschoolers may overuse base-rateinformation, with development there is an increased sensitivitytoward individuating information and weighing information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "probabilistic reasoning; cognitive development;judgment and decision-making" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bp3j1bh", "frozenauthors": [ { "first_name": "Samantha", "middle_name": "", "last_name": "Gualtieri", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29840/galley/19694/download/" } ] }, { "pk": 29400, "title": "Examining Sustained Attention in Child-Parent Interaction: A Comparative Studyof Typically Developing Children and Children with Autism Spectrum Disorder", "subtitle": null, "abstract": "Sustained attention (SA) is a critical skill in which a child is able tomaintain visual attention to an object or stimulus. The current studyemploys head-mounted eye trackers to study the cognitive processesunderlying SA by analyzing micro-level behaviors during parent-child social interactions in both typically and atypically developingchildren. Specifically, we examined the role of parent look, parenttouch, and child touch on SA duration. Results show that parent lookequally influences SA in both groups, while parent touch is morecritical for SA for TD children and the child’s own touching is morecritical for SA in children with autism spectrum disorder (ASD).Implications of different pathways to maintain SA between typicallydeveloping children and children with ASD are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "micro-level behaviors; eye tracking; sustainedattention; action; social attention; autism spectrum disorder" } ], "section": "Facets of Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2z51x9f8", "frozenauthors": [ { "first_name": "Julia", "middle_name": "R.", "last_name": "Yurkovic", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Grace", "middle_name": "", "last_name": "Lisandrelli", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Rebecca", "middle_name": "C.", "last_name": "Shaffer", "name_suffix": "", "institution": "Cincinnati Children’s Hospital", "department": "" }, { "first_name": "Kelli", "middle_name": "C.", "last_name": "Dominick", "name_suffix": "", "institution": "Cincinnati Children’s Hospital , University of Cincinnati", "department": "" }, { "first_name": "Ernest", "middle_name": "V.", "last_name": "Pedapati", "name_suffix": "", "institution": "Cincinnati Children’s Hospital , University of Cincinnati", "department": "" }, { "first_name": "Craig", "middle_name": "A.", "last_name": "Erickson", "name_suffix": "", "institution": "Cincinnati Children’s Hospital , University of Cincinnati", "department": "" }, { "first_name": "Daniel", "middle_name": "P.", "last_name": "Kennedy", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29400/galley/19260/download/" } ] }, { "pk": 29781, "title": "Executive Function affects Resilience with Different Cognitive Mechanismsbetween Adolescence and Emerging Adulthood", "subtitle": null, "abstract": "Executive function is a cognitive control system contributes uniquely to resilience (Greenberg, 2006; Obradovic, 2016).This study looked into resilience development during its controversial age period in cognitive perspective, aims to explorehow its components (i.e., cognitive flexibility, inhibitory control, and working memory) affect resilience in different agegroups. Data were collected in middle schools and universities (N=197). Participants were asked to join a series of labexperiments and questionnaires in a psychological lab. Results showed resilience as well as executive function in algorith-mic mind level develop from adolescence to emerging adulthood. Cognitive flexibility plays central role in functioningresilience with various cognitive mechanisms for different populations. With the identification of cognitive mechanismsunderlying the relation between cognitive flexibility subsets (i.e., reactive flexibility and spontaneous flexibility) and re-silience, this study contributes a cognitive perspective for better understanding of resilience before challenging eventshappen.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xz1m054", "frozenauthors": [ { "first_name": "Solna", "middle_name": "", "last_name": "XING", "name_suffix": "", "institution": "University of Macau", "department": "" }, { "first_name": "Sophia", "middle_name": "", "last_name": "Deng", "name_suffix": "", "institution": "University of Macau", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29781/galley/19635/download/" } ] }, { "pk": 29971, "title": "Experienced effort depends on evaluation mode", "subtitle": null, "abstract": "Our understanding of effort perception is limited. Performance (e.g., response time; accuracy) is typically used as one wayto assess effort in cognitive tasks; however, performance can be readily dissociated from subjective ratings of effort. Onepotential contribution to effort ratings that could lead to such dissociations is the judgment context. We tested this notionusing a recently reported dissociation between performance and subjective effort in combination with a manipulation ofevaluation mode (i.e., joint versus separate evaluation). Participants were asked to silently read a display of words asquickly as possible, then provide the level of effort experienced. Results demonstrate that evaluation mode can have amarked effect on retrospective judgments of effort. Implications are 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/1c88z30c", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Ashburner", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Risko", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29971/galley/19825/download/" } ] }, { "pk": 29554, "title": "Experiential Explanations in Iterated Learning", "subtitle": null, "abstract": "Explanations can be divided into two categories: those that appeal to general principles (abstractive) and those that tella concrete story (experiential) (Aronowitz & Lombrozo, 2019). Most psychological research has focused on abstractiveexplanations, identifying the benefits of abstraction for transfer (Ratterman, Genter & DeLoache, 1987;1989), prediction(Pacer & Lombrozo, 2017), and even cooperation (Burgoon, Henders & Markman, 2013). So why do we sometimesexplain in a less abstract, more narrative mode? Study 1 (N = 195) and Study 2 (N = 843) explore scientific explanationsand find that abstractive and experiential explanations (matched for quality) are transmitted along a chain of people withcomparable fidelity. However, over repeated transmission, experiential explanations become significantly more abstract -whereas abstractive explanations do not drift. Study 3 turns from science to human behavior to test the hypothesis thatexperiential explanations have mnemonic and other cognitive advantages in more narrative domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4nf8w8zf", "frozenauthors": [ { "first_name": "Sara", "middle_name": "", "last_name": "Aronowitz", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Lewry", "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": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29554/galley/19414/download/" } ] }, { "pk": 29398, "title": "Explaining the Existential: Functional Roles of Scientific and Religious Explanation", "subtitle": null, "abstract": "Questions about the origins of life and the universe seem to call\nout for explanation, with science and religion offering\ncandidate answers. These answers clearly differ in content, but\ndo they also differ in psychological function? In Study 1\n(N=501) participants on Amazon Mechanical Turk rated\nscientific and religious answers to existential questions on\ndimensions related to epistemic functions (e.g., “This\nexplanation is based on evidence”) as well as\nmoral/social/emotional functions (e.g., “If everyone believed\nthis, the world would be a more moral place”; “This\nexplanation is comforting”). For non-religious participants,\nonly scientific explanations were assigned high values along\nepistemic dimensions; For religious participants, only religious\nexplanations were assigned high values along non-epistemic\ndimensions. In Study 2 (N=130), priming a non-epistemic need\nboosted religious participants’ evaluation of the quality of\nreligious (vs. scientific) explanations. These findings shed light\non the functions of scientific and religious cognition and raise\nnew questions about explanatory co-existence and the origins\nof religious belief.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; science; cognitive science of religion;\nreligiosity; epistemic needs; emotional needs; social needs" } ], "section": "Facets of Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17z52415", "frozenauthors": [ { "first_name": "Telli", "middle_name": "", "last_name": "Davoodi", "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": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29398/galley/19258/download/" } ] }, { "pk": 29360, "title": "Explanation Supports Hypothesis Generation in Learning", "subtitle": null, "abstract": "A large body of research has shown that engaging in\nexplanation improves learning across a range of tasks. The act\nof explaining has been proposed to draw attention and\ncognitive resources toward evidence that will support a good\nexplanation—information that is broad, abstract, and\nconsistent with prior knowledge—which in turn aids discovery\nand generalization. However, it remains unclear whether\nexplanation acts on the learning process via improved\nhypothesis generation, increasing the probability that the\ncorrect hypothesis is considered in the first place, or hypothesis\nevaluation, the appraisal of the correct hypothesis in light of\nevidence. In the present study, we address this question by\nseparating the hypothesis generation and evaluation processes\nin a novel category learning task and quantifying the effect of\nexplanation on each process independently. We find that\nexplanation supports the generation of broad and abstract\nhypotheses but has less effect on the evaluation of hypotheses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; learning; inference; hypothesis\ngeneration; hypothesis evaluation" } ], "section": "Human Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2s08t5ck", "frozenauthors": [ { "first_name": "Erik", "middle_name": "", "last_name": "Brockbank", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Caren", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29360/galley/19221/download/" } ] }, { "pk": 29352, "title": "Exploration Decisions Precede and Improve Explicit Uncertainty Judgments inPreschoolers", "subtitle": null, "abstract": "We investigate the relationship between exploratory learningand confidence scale judgments in understanding andimproving children’s early recognition of uncertainty. Four-and five-year-olds were presented with stimuli that varied intheir amount of occlusion. We assessed children’s ability todistinguish between these levels of uncertainty using twotypes of measures. Experiment 1 used a traditional 3-pointconfidence scale to examine explicit uncertainty judgments.Experiment 2 examined exploration preference as an implicitmeasure of uncertainty using the same stimuli. We comparedchildren’s performance on these two tasks before and aftertheir experience of disconfirming evidence, to assess theimpact of surprising events on the recognition of uncertainty.Results indicate that children intuitively recognize gaps intheir knowledge and express this in their exploratory behaviorbefore they are able to spontaneously produce accurateconfidence judgments. We also find that this implicitrecognition of uncertainty may be leveraged to support andimprove explicit judgments, even without extensive training.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; confidence judgments;exploration; uncertainty monitoring; decision-making;ambiguity" } ], "section": "Choices and Decisions", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92068201", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Lapidow", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Isabella", "middle_name": "", "last_name": "Killeen", "name_suffix": "", "institution": "University of Minnesota Law", "department": "" }, { "first_name": "Caren", "middle_name": "M.", "last_name": "Walker", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29352/galley/19213/download/" } ] }, { "pk": 29507, "title": "Exploratory play, rational action, and efficient search", "subtitle": null, "abstract": "Play is a universal behavior widely held to be critical for learning and development. Recent studies suggest children’sexploratory play is consistent with formal accounts of learning. This ”play as rational exploration” view suggests thatchildren’s play is sensitive to costs, rewards, and expected information gain. By contrast, here we suggest that a definingfeature of human play is that children subvert normal utility functions in play, setting up problems where they incurneedless costs to achieve arbitrary rewards. Across three studies, we show that 4-5-year-old children not only infer playfulbehavior from observed violations of rational action (Experiment 1), but themselves take on unnecessary costs and performinefficient actions during play, despite acting efficiently in non-playful, instrumental contexts (Experiments 2-3). We endby discussing the value of apparently utility-violating behavior and why it might serve learning in the long run.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Forms of Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7tx4h40z", "frozenauthors": [ { "first_name": "Junyi", "middle_name": "", "last_name": "Chu", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29507/galley/19367/download/" } ] }, { "pk": 29909, "title": "Exploring Category Structure in Children and Adults", "subtitle": null, "abstract": "Understanding how statistical regularities result in category learning requires access to the underlying psychological spacesin which these categories are represented. However, uncovering these spaces, especially in developmental settings, posessignificant experimental and methodological challenges what are relevant dimensions on which these spaces are organizedand how can we uncover them without prohibitively long or straining experiments?Here, we propose a novel way of uncovering these spaces. We learn participants implicit similarity functions, instantiatedas a neuronal network, by training on simple groupings of stimuli. In simulations, we show that our method can recovergroup-specific categorical structures. Furthermore, we show that young children quickly understand the grouping task, andspaces can be obtained in short, engaging experiments. Finally, we apply our method to uncover age-related differencesin category representations. In an experiment contrasting 4-5, 6-7 year-olds, and adults, we find that the learned spacesexhibit age-specific feature biases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3g8783zs", "frozenauthors": [ { "first_name": "Pablo", "middle_name": "Leon", "last_name": "Villagra", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Isaac", "middle_name": "", "last_name": "Ehrlich", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29909/galley/19763/download/" } ] }, { "pk": 29944, "title": "Exploring demographic differences in a large-scale study of Spanish wordassociation norms: The role of age, gender, and nationality", "subtitle": null, "abstract": "Free association techniques, which involve listing the first word that comes to mind after a probe word (e.g., probe wordDOG eliciting response BONE) are powerful tools in the cognitive sciences. However, their validity and generalizabilitydepend on the total sample size and the diversity of the participant pool. We report a large-scale free association normingstudy conducted in Spanish, the most widely spoken and geographically diverse romance language, using the methodologylaid out by De Deyne and colleagues (2019, BRM). Our results include 1 million responses to 5,000 cues from 20,000participants. Using our norms, we explored how the demographic factors of age, gender, and nationality shaped responses.We observed that between 12-18% of cue-response pairs varied systematically based on these demographic factors. Ourresults illustrate how free associations can reveal broad similarities and systematic demographic differences in lexico-semantic structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6j76f0r5", "frozenauthors": [ { "first_name": "Gabriel", "middle_name": "", "last_name": "Blanco-Gomez", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Simon", "middle_name": "De", "last_name": "Deyne", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "lvaro", "middle_name": "", "last_name": "Cabana", "name_suffix": "", "institution": "Unversidad de la Repblica, Montevideo", "department": "" }, { "first_name": "Blair", "middle_name": "", "last_name": "Armstrong", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29944/galley/19798/download/" } ] }, { "pk": 30095, "title": "Exploring Dynamic Decision Making Strategies withRecurrence Quantification Analysis", "subtitle": null, "abstract": "Aggregate statistics, such as percentage of choices, drive manyinsights about sequential behavior in decision making re-search. However, aggregation leaves usable information andpotential insights unexamined. Here, we introduce the useof recurrence plots (RP) and recurrence quantification anal-ysis (RQA) to explore individual choice sequences and de-termine generalized patterns of decision making strategies ina dynamic decision task. We illustrate the insights that RPsand RQAs reveal in a data set collected in a past study in-volving a dynamic, binary choice task (McCormick et al., inpreparation). Patterns of recurrence reveal multiple, distin-guishable, individual choice patterns among participants whowere equally successful in adapting to the dynamic environ-ment. We discuss how RQA of choice behavior can augmentour understanding of decision strategies when paired with tra-ditional aggregate assessments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Dynamic decision making; Recurrence quantifi-cation analysis; Choice sequences; Decision strategies; Visualanalytics" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fj218hh", "frozenauthors": [ { "first_name": "Erin", "middle_name": "N.", "last_name": "McCormick", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Leslie", "middle_name": "M.", "last_name": "Blaha", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30095/galley/19949/download/" } ] }, { "pk": 29721, "title": "Exploring Exploration: Comparing Children with Agents in Unified ExplorationEnvironments", "subtitle": null, "abstract": "Research in developmental psychology consistently shows that children explore the world thoroughly and efficiently andthat this exploration allows them to learn. While much work has gone into developing methods for exploration in machinelearning, artificial agents have not yet reached the standard set by their human counterparts. In this work we propose usingDeepMind Lab as a platform to directly compare child and agent behaviors and to develop new exploration techniques.We tested 60 children aged 4-6 examining two conditions that emulate how current reinforcement learning algorithmslearn using dense and sparse rewards and the children are then asked to find a goal in various mazes. These tasks providedata that can easily be compared to algorithms and we evaluate turn-by-turn moves the children do to what the Intrinsic-Curiosity-Module and Depth-First-Search algorithm do in the same exact maze. We show specifically where and whenchildren differ from the algorithms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vq1691x", "frozenauthors": [ { "first_name": "Eliza", "middle_name": "", "last_name": "Kosoy", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Jasmine", "middle_name": "", "last_name": "Collins", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Deepak", "middle_name": "", "last_name": "Pathak", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Pulkit", "middle_name": "", "last_name": "Agrawal", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "UC Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29721/galley/19578/download/" } ] }, { "pk": 29775, "title": "Exploring Lexical Relations in BERT using Semantic Priming", "subtitle": null, "abstract": "BERT is a language processing model trained for word prediction in context, which has shown impressive performancein natural language processing tasks. However, the principles underlying BERT’s use of linguistic cues present in contextare yet to be fully understood. In this work, we develop tests informed by the semantic priming paradigm to investigateBERTs handling of lexical relations to complete a cloze task (Taylor, 1953). We define priming to be an increase in BERTsexpectation for a target word (pilot), in a context (e.g., I want to be a ), when the context is prepended with a relatedword (airplane) as opposed to an unrelated one (table). We explore BERTs priming behavior under various predictiveconstraints placed on the blank, and find that BERT is sensitive to lexical priming effects only under minimal constraintfrom the input context. This pattern was found to be consistent across diverse lexical relations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2s09h4p4", "frozenauthors": [ { "first_name": "Kanishka", "middle_name": "", "last_name": "Misra", "name_suffix": "", "institution": "Purdue University", "department": "" }, { "first_name": "Allyson", "middle_name": "", "last_name": "Ettinger", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Rayz", "name_suffix": "", "institution": "Purdue University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29775/galley/19629/download/" } ] }, { "pk": 29856, "title": "Extending the Rogers and McClelland Model of Semantic Cognition (2003) towork with Raw Pixel Information", "subtitle": null, "abstract": "Understanding how we acquire semantic knowledge is a central topic in cognitive science. In a now classic paper, Rogersand McClelland (2003) explored how a parallel distributed processing (PDF) model could recreate several important phe-nomena in semantic memory including how concepts are acquired, lost due to semantic dementia, and become organizedhierarchically. One well known limitation of this model, which was acknowledge by the original authors, is that thefeatures used in the model were largely hand coded. In this project we revisit this classic PDP account in light of mod-ern advances in neural network techniques. In particular, we show that we can recreate several of the predictions of theRogers and McClelland (2003) model in a network trained directly on raw pixel information from category exemplars.These results add realism to the original model while also showing how the principles of the model generalize to higherdimensional input spaces.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54q7286r", "frozenauthors": [ { "first_name": "Arihant", "middle_name": "", "last_name": "Jain", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Brenden", "middle_name": "", "last_name": "Lake", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29856/galley/19710/download/" } ] }, { "pk": 29842, "title": "Extracting low-dimensional psychologicalrepresentations from convolutional neural networks", "subtitle": null, "abstract": "Deep neural networks are increasingly being used in cognitivemodeling as a means of deriving representations for complexstimuli such as images. While the predictive power of thesenetworks is high, it is often not clear whether they also offeruseful explanations of the task at hand. Convolutional neuralnetwork representations have been shown to be predictive ofhuman similarity judgments for images after appropriate adap-tation. However, these high-dimensional representations aredifficult to interpret. Here we present a method for reducingthese representations to a low-dimensional space which is stillpredictive of similarity judgments. We show that these low-dimensional representations also provide insightful explana-tions of factors underlying human similarity judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "similarity judgments; neural networks; deep learn-ing; dimensionality reduction; interpretability" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9jp1730d", "frozenauthors": [ { "first_name": "Aditi", "middle_name": "", "last_name": "Jha", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Peterson", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29842/galley/19696/download/" } ] }, { "pk": 29998, "title": "’Eye Can Reason’- How Eye Parameters Marked one’s Performance in a VisualReasoning Task", "subtitle": null, "abstract": "Eye tracking systems have the potential of providing efficient, non-intrusive solutions towards the study of human be-haviour. This work shows that eye movements may be markers of visual information processing and hence can provideinsights into a persons cognitive problem-solving ability and reasoning behaviour. We studied the relationship betweenperformance and eye parameters of individuals for a visual reasoning based problem-solving task. Inter-group analysesrevealed fixation duration and peak saccadic velocity as differentiating markers of performance and time. Intra-groupstudies indicated that the eye parameters acting as performance markers were not the same for all performance groups. Aseparate marker of ’Visual to Textual Processing Ratio’ was defined. Correlating eye parameters with performance couldhelp us develop eye metrics to better mark the cognitive information processing of a person through tests even whereperformance parameters (like score) are not defined.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0k35n8ph", "frozenauthors": [ { "first_name": "Kaustav", "middle_name": "", "last_name": "Brahma", "name_suffix": "", "institution": "Indian Institute of Technology Kharagpur", "department": "" }, { "first_name": "Pourush", "middle_name": "", "last_name": "Sood", "name_suffix": "", "institution": "Indian Institute of Technology Kharagpur", "department": "" }, { "first_name": "Rajlakshmi", "middle_name": "", "last_name": "Guha", "name_suffix": "", "institution": "Indian Institute of Technology Kharagpur", "department": "" }, { "first_name": "Partha", "middle_name": "Pratim", "last_name": "Chakraborty", "name_suffix": "", "institution": "Indian Institute of Technology Kharagpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29998/galley/19852/download/" } ] }, { "pk": 29526, "title": "Face Selectivity in Social (But Not Perceptual) Areas of the Infant Brain", "subtitle": null, "abstract": "Humans are profoundly social creatures. We depend on others for survival and crave social interactions. Faces are thegateway to many typical social interactions. One of the most replicable results in cognitive neuroscience is the selectiveresponse of some cortical regions to faces in humans and other social primates. Specifically, the fusiform face area (FFA)is a region in the ventral temporal cortex (VTC) that is selectively responsive to faces. To determine whether infantsshow early cortical responses to faces, we recruited 86 human infants (2.1-11.9 months) to participate in an awake infantfunctional resonance imaging (fMRI) experiment. We obtained usable fMRI data from 49 infants (2.1-9.7 months) whilethey watched videos of faces, bodies, objects, and scenes, 30 of whom (2.5-9.4 months) had enough data for a functionalregion of interest (fROI) analysis. A group random effects analysis revealed significantly higher responses to faces thanobjects in the medial prefrontal cortex (MPFC), superior temporal sulcus (STS), ventral temporal cortex (VTC), andsubcortical areas of the infant brain. Additionally, the fROI analysis revealed face selective responses in the STS, MPFC,and VTC but not lateral occipital cortex or subcortical areas of the infant brain. Thus, we provide the first evidence offace selective responses in the infant brain and demonstrate that social regions (STS and MPFC) respond selectively at thesame time as perceptual regions (VTC).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Attention and Faces", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2h97c6md", "frozenauthors": [ { "first_name": "Heather", "middle_name": "", "last_name": "Kosakowski", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Cohen", "name_suffix": "", "institution": "Amherst College , Massachusetts Institute of Technology", "department": "" }, { "first_name": "Nancy", "middle_name": "", "last_name": "Kanwisher", "name_suffix": "", "institution": "Amherst College , Massachusetts Institute of Technology", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29526/galley/19386/download/" } ] }, { "pk": 29586, "title": "Feature selection in category learning", "subtitle": null, "abstract": "Research examining mechanisms underlying human categorization has reported that when learning novel categories, adultstend to selectively attend to the diagnostic features, whereas young children allocate attention to multiple features. Thisstudy further investigated mechanisms underlying children and adults category learning by measuring their accuracy andresponse time in classification tasks. Participants were trained with categories that have a single deterministically predic-tive feature and multiple probabilistic features, and they were tested with items varying in the number of features. Theresults indicated that with sufficient training, both adults and children relied exclusively on the deterministic feature regard-less of overall similarity. Importantly, a deterministic feature is both sufficient and efficient for learning new categories.Participants were as accurate and fast when classifying items with most probabilistic features missing as when classifyingitems with all features present. However, when the deterministic feature was inaccessible, their accuracy dropped, andresponse times slowed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13h4586g", "frozenauthors": [ { "first_name": "Mengcun", "middle_name": "", "last_name": "Gao", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29586/galley/19445/download/" } ] }, { "pk": 29610, "title": "Feeling of Competence Affects Children’s Curiosity and Creativity", "subtitle": null, "abstract": "Creative potential in childhood predicts creative achievementslater in life. But relatively little is known about the factors andprocesses that promote creativity in children. A theoreticalframework by Carr, Kendal, and Flynn (2016) identified sev-eral factors, including curiosity and exploration, that might fa-cilitate creativity and innovation. Building on this framework,we propose another factor – children’s feeling of competence– that might affect both curiosity and creativity. In the presentstudy, 5- to 7-year-olds were induced feelings of high or lowcompetence by solving math problems. Next, they completedthree tasks that measured their curiosity and creativity. Thefindings showed that children who felt more competent ex-plored more on a novel toy and showed better creative prob-lem-solving abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "creativity; innovation; curiosity; competence" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/65x1m89t", "frozenauthors": [ { "first_name": "Rongzhi", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29610/galley/19469/download/" } ] }, { "pk": 29900, "title": "Finding probabilistic context-free grammar in Chinese writing system", "subtitle": null, "abstract": "Writing systems play a very important role in human languages, but the mathematical nature of writing systems remainsunderstudied. Here, we conduct a case study of an open-class writing system Chinese characters, which consists of aset of expandable basic units, in contrast to most other writing systems whose basic units form closed sets, or closed-class systems. We demonstrate that probabilistic context-free grammars underlie the representation of Chinese writing, byformalizing Chinese characters as a grammar with character shapes, as nonterminal rules, and components. as terminalnodes. Rule probabilities are estimated from a character treebank of the most frequent 3500 characters. Exploratoryanalysis reveals Zipfian distributions of both shapes and components. Our experiments also demonstrate that Chinesewriting system shows generative powers similar to PCFG, with 78% of the noncharacters generated from our grammarjudged acceptable, which suggests fundamental differences between open-class and closed-class writing systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vw8n82q", "frozenauthors": [ { "first_name": "Hao", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "Astound.AI", "department": "" }, { "first_name": "Yanwei", "middle_name": "", "last_name": "Jin", "name_suffix": "", "institution": "University at Buffalo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29900/galley/19754/download/" } ] }, { "pk": 29604, "title": "Flexible Strategy Use in Soar’s Tic-Tac-Toe", "subtitle": null, "abstract": "Modeling cognitive processes is one of the major tasks of cognitive science. This work presents a model of a studydescribed in Flexible Strategy Use in Young Childrens Tic-Tac-Toe (Crowley & Siegler, 1993) in which the authorsmade an attempt to characterize decision-making in a conflict-of-interests-like environment. In the experiments, kinder-garten/primary school children and an algorithm-based opponent played a series of games in Tic-Tac-Toe. The outcomesseemed to indicate the existence of a hierarchy of rules that is constructed with experience. Although already tested al-gorithmically, the simulation detailed in the paper was applicable to a narrow class of problems only. The model shownin this work was built using a cognitive architecture, i.e. computer-based structure mimicking the general functioning ofthe human mind. Concretely, we used a rule-based system Soar that operates in mental rules paradigm and in most partreplicated the results of the mentioned study.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bh0s7rz", "frozenauthors": [ { "first_name": "Julian", "middle_name": "", "last_name": "Skirzyski", "name_suffix": "", "institution": "Max-Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Dr Piotr", "middle_name": "", "last_name": "Wasilewski", "name_suffix": "", "institution": "University of Warsaw", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29604/galley/19463/download/" } ] }, { "pk": 29968, "title": "fMTP: A Unifying Computational Framework of Temporal Preparation acrossTime Scales", "subtitle": null, "abstract": "Temporal preparation is influenced by factors across a range of time scales, from effects of the previous trial to learningeffects throughout entire experiments. Theories on temporal preparation thus far have failed to offer a complete account ofthese effects. We present the formal multiple trace theory of temporal preparation (fMTP), a computational framework thatintegrates theories on time perception, motor planning, and associative learning. At fMTP’s core lies Hebbian, associativelearning between a layer of time cells and a motor layer. Its preparatory state is governed by the automatically retrieval oftraces formed in the past. We show that fMTP, with only this single implicit learning mechanism, accounts for behavioralphenomena across a range of time scales that previously have been considered to be the result of distinct processes.Furthermore, for experimental setups where the predictions of existing accounts and fMTP differ, the data aligns with ourmodel.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2p07q4g5", "frozenauthors": [ { "first_name": "Josh", "middle_name": "Manu", "last_name": "Salet", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Wouter", "middle_name": "", "last_name": "Kruijne", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Hedderik", "middle_name": "van", "last_name": "Rijn", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Sander", "middle_name": "A.", "last_name": "Los", "name_suffix": "", "institution": "Vrije Universiteit Amsterdam", "department": "" }, { "first_name": "Martijn", "middle_name": "", "last_name": "Meeter", "name_suffix": "", "institution": "Vrije Universiteit Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29968/galley/19822/download/" } ] }, { "pk": 30070, "title": "Food sharing gave birth to social networks", "subtitle": null, "abstract": "Social networks present distinctive features when compared with other types of networks, particularly the presence ofcommunities, which are subsets of nodes much more densely connected among themselves, than with the rest of the net-work. In this work, we propose an explanation for this pattern based on the following: groups may be the communitysolution of hunter-gatherer societies to the survival problem posed by the uncertainty of food. We propose a multi-agentmodel inspired by a food-sharing dynamic, which combines and formalizes two main notions discussed by some anthropo-logical literature: the reciprocity in the exchanges of food, plus the care for the general welfare of agents. Our preliminaryresults show that near-to-optimal food-sharing networks exhibit highly-connected groups around special agents that wecall hunters, those who inject food into the system. We show the robustness of these results by computer simulations andalso by analytical arguments for these simulations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2b10d21z", "frozenauthors": [ { "first_name": "Jorge", "middle_name": "", "last_name": "Prez", "name_suffix": "", "institution": "Universidad de Chile, Santiago", "department": "" }, { "first_name": "Francisco", "middle_name": "", "last_name": "Plana", "name_suffix": "", "institution": "Universidad de Chile, Santiago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30070/galley/19924/download/" } ] }, { "pk": 29430, "title": "For 19-Month-Olds, What Happens On the Screen Stays On the Screen", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "representations; animation; development; fiction;methodology" } ], "section": "Learning and Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ws1s317", "frozenauthors": [ { "first_name": "Barbu", "middle_name": "", "last_name": "Revencu", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Gergely", "middle_name": "", "last_name": "Csibra", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29430/galley/19290/download/" } ] }, { "pk": 29524, "title": "Foraging in the Virtual Himalayas: Intrinsic and Extrinsic Factors in Search", "subtitle": null, "abstract": "Foraging over land for resources was central to the evolutionof search processes and decision-making for many organisms,including humans. The processes underlying natural foragingbehaviors are foundational to cognition. However, in the field,it is difficult to collect detailed and accurate measures of searchbehaviors and hard to manipulate search conditions. We usedGoogle Earth and the Unity 3D platform to recreate a patchof the Himalayan foothills with ancient temples used as way-points for travelers on foot. Two hundred players recruited viaMTurk moved over the landscape with realistic speed, energyusage, and perceptual conditions to find as many temples aspossible given a limited energy budget. Half were constrainedby the need to return to a home base to report found temples,and half were not. When search paths were analyzed in termsof segment distributions, players who found relatively moretemples (high scorers) more closely followed the theoreticallyoptimal L ́evy walk that balances exploration and exploitation,regardless of the home base. This intrinsic pattern was alsofound in perceptual search intervals, with high scorers lean-ing more towards exploration. By contrast, when search pathswere analyzed as wholes, an extrinsic pattern was found in thatplayers ranged farther without a home base, and this differ-ence was more pronounced for high scorers. We conclude thatL ́evy-like patterns are intrinsic and effective in terms of pathsegments and perceptual intervals, but overall search behavioradapts to extrinsic factors and constraints.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human Foraging; Search; L ́evy walks; Diffusion;Virtual Environment" } ], "section": "Attention and Faces", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pg923kz", "frozenauthors": [ { "first_name": "Ketika", "middle_name": "", "last_name": "Garg", "name_suffix": "", "institution": "University of California, merced", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Kello", "name_suffix": "", "institution": "University of California, merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29524/galley/19384/download/" } ] }, { "pk": 29424, "title": "Formalizing Interdisciplinary Collaboration in the CogSci Community", "subtitle": null, "abstract": "Is cognitive science interdisciplinary or multidisciplinary? Wecontribute to this debate by examining the authorship struc-ture and topic similarity of contributions to the Cognitive Sci-ence Society from 2000 to 2019. We compare findings fromCogSci to abstracts from the Vision Science Society over thesame time frame. Our analysis focuses on graph theoretic fea-tures of the co-authorship network—edge density, transitivity,and maximum subgraph size—as well as clustering within thetopic space of CogSci contributions. We also combine struc-tural and semantic information with an analysis of homophily.We validate this approach by predicting new collaborations inthis year’s CogSci proceedings. Our results suggest that cog-nitive science has become increasingly interdisciplinary in thelast 19 years. More broadly, we argue that a formal quantita-tive approach which combines structural co-authorship infor-mation and semantic topic analysis provides inroads to ques-tions about the level of interdisciplinary collaboration in thecognitive science community.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "co-authorship networks; topic modeling; interdis-ciplinarity; multidisciplinarity; scientometrics" } ], "section": "Complex Dynamics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pd556nv", "frozenauthors": [ { "first_name": "Lauren", "middle_name": "", "last_name": "Oey", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Isabella", "middle_name": "", "last_name": "DeStefano", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Erik", "middle_name": "", "last_name": "Brockbank", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29424/galley/19284/download/" } ] }, { "pk": 29375, "title": "Forming Concepts of Mozart and Homer Using Short-Term and Long-TermMemory:A Computational Model Based on Chunking", "subtitle": null, "abstract": "A fundamental issue in cognitive science concerns the mentalprocesses that underlie the formation and retrieval of conceptsin the short-term and long-term memory (STM and LTMrespectively). This study advances Chunking Theory and itscomputational embodiment CHREST to propose a singlemodel that accounts for significant aspects of conceptformation in the domains of literature and music. The proposedmodel inherits CHREST’s architecture with its integratedSTM/LTM stores, while also adding a moving attentionwindow and an “LTM chunk activation” mechanism. Theseadditions address the overly destructive nature of primacyeffect in discrimination network based architectures andexpand Chunking Theory to account for learning, retrieval andcategorisation of complex sequential symbolic patterns – likereal-life text and written music scores. The model was trainedthrough exposure to labelled stimuli and learned to categoriseclassical poets/writers and composers. The model categorisedpreviously unseen literature pieces by Homer, Chaucer,Shakespeare, Walter Scott, Dickens and Joyce, as well asunseen sheet music scores by Bach, Mozart, Beethoven andChopin. These findings offer further support to mechanismsproposed by Chunking Theory and expand it into thepsychology of music.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorisation; CHREST; concept; chunking;learning; literature; long-term memory; music; short-termmemory." } ], "section": "Memory", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0tf1z7x3", "frozenauthors": [ { "first_name": "Dmitry", "middle_name": "", "last_name": "Bennett", "name_suffix": "", "institution": "University of Liverpool", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "London School of Economics and Political Science", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Lane", "name_suffix": "", "institution": "University of Hertfordshire", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29375/galley/19236/download/" } ] }, { "pk": 29915, "title": "Forms of Distributed Curiosity in the Collaborative Exploration of UnknownEnvironments by Artificial Agents", "subtitle": null, "abstract": "We propose a multi-agent approach to the problem of exploring unknown environments. We use a master-slave architec-ture. Mapping and exploration are coordinated by two separate agents: the mapper and the broker. The slave agents, theexplorers, are endowed with forms of curiosity, measured in terms of the decrease in uncertainty and novelty. The mapperis in charge of merging everyones maps and sending the global map back to each explorer, while the broker assigns nextmoves to every explorer, based on the interesting locations they spotted. The explorers analyse the environment they in-habit, send their local map to the mapper, pick points of interest based on their current knowledge of the area, send them tothe broker, and finally move to the location assigned by the broker. The advantages of these forms of distributed curiosity,together with those of the collaborative multi-agent exploration strategy, are tested in several scenarios.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9b64k2k9", "frozenauthors": [ { "first_name": "Lus", "middle_name": "", "last_name": "Macedo", "name_suffix": "", "institution": "University of Coimbra", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29915/galley/19769/download/" } ] }, { "pk": 29465, "title": "Forward-looking Effects in Subject Pronoun Interpretation:What Comes Next Matters", "subtitle": null, "abstract": "We report two experiments investigating how the interpretationof subject-position pronouns is guided by the referentialstructure of the pronoun-containing clause, and how thisinformation interacts with information available in the clausethat precedes the pronoun. Thus, we consider information thatis available to the language processing system before thepronoun is encountered (pre-pronominal information), as wellas information that comes after the pronoun (post-pronominalinformation). In particular, we test how implicit causalitybiases of verbs that precede the pronoun-containing clauseinteract with the referential structure of the pronoun-containingclause, i.e., whether or not the clause with the pronoun containsanother ambiguous pronoun. We report two offline studieswhose results reveal significant effects of both pre- and post-pronominal referential information on pronoun resolution: Inaddition to replicating effects of implicit causality biasesobserved in prior work, we also show that people’s referentialbiases depend on whether the clause contains only a subject-position pronoun or also a second pronoun in object position.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Pronouns; reference resolution; anaphorresolution; discourse processing; referential structure" } ], "section": "Language and Uncertainty", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jj941n5", "frozenauthors": [ { "first_name": "Jina", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "University of Southern California", "department": "" }, { "first_name": "Elsi", "middle_name": "", "last_name": "Kaiser", "name_suffix": "", "institution": "University of Southern California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29465/galley/19325/download/" } ] }, { "pk": 29812, "title": "FrameNet for Modeling Extraction from Coordinate Structures", "subtitle": null, "abstract": "A non-probabilistic model of speakers competence regarding extraction from a coordinate structure, which was argued tobe sensitive to how the conjuncts are connected to each other in discourse (e.g., Lakoff, 1986; Kehler 2002) is presented.The model makes use of Lakoffs (1986) account of the acceptability of extraction from coordinate structures by adoptingthe Frame Semantics framework. Lakoff argues that acceptability of extraction is affected by the belonging of the conjunctsto certain scenarios (e.g. a natural sequence of events), something that is measurable in this framework. An algorithm thatmeasures the degree of relatedness between two conjuncts by consulting FrameNet (the framework implementation) andquantifying the common frames they belong to is proposed and tested on sentences used in an acceptability judgementsurvey on extraction from coordinate structures (Harris, 2009). The models outcomes interact with the experimentalconditions in predicting human judgements, providing initial support for the proposal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9188n590", "frozenauthors": [ { "first_name": "Mai", "middle_name": "", "last_name": "Al-Khatib", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29812/galley/19666/download/" } ] }, { "pk": 30085, "title": "Frequency-dependent Regularization in Constituent Ordering Preferences", "subtitle": null, "abstract": "We examine how idiosyncrasies of specific verbs in syntac-tic constructions affect constituent ordering preferences. Pre-vious work on binomial expressions in English has demon-strated that the polarization of ordering preferences for a givenbinomial type depends on its overall frequency. The higherthe frequency of a binomial type, the stronger and more ex-treme preference/regularization language users will have forone alternative over the other (e.g. “facts and techniques” >“techniques and facts”; “bread and butter” >>> “butter andbread”). Here using the dative constructions in English as thetest case, we show that the same frequency-dependent regular-ization exists in syntactic structures above the word level. Themore frequent a dative construction type is, governed by thehead verb, the stronger preference there is for one alternationover the other. Further, we present evidence that the regulariza-tion patterns can be accounted for via iterated learning model-ing of language change, suggesting that frequency-dependentregularization emerges via the interactions between languageproduction, language learning and cultural transmission.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "idiosyncratic preference; regularization bias; da-tive construction; iterated learning" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6f76q2zk", "frozenauthors": [ { "first_name": "Zoey", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Morgan", "name_suffix": "", "institution": "University of California, Davis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30085/galley/19939/download/" } ] }, { "pk": 29343, "title": "From Efficient Coding to Information Gain:\nInformation-Theoretic Principles in Models of Human Decision Making", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive modeling; perceptual choice; hypothesis\ntesting; decision making under risk; entropy; information\ntheory; efficient coding" } ], "section": "Workshop", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2x70m6kr", "frozenauthors": [ { "first_name": "Mikaela", "middle_name": "", "last_name": "Akrenius", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Laurence", "middle_name": "T.", "last_name": "Maloney", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Nelson", "name_suffix": "", "institution": "University of Surrey; Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29343/galley/19204/download/" } ] }, { "pk": 29603, "title": "From information-seeking actions (and their costs), adults jointly infer both whatothers know, and what they believe they can learn", "subtitle": null, "abstract": "We face a challenge when inferring what others know. Actions do not transparently reveal epistemic states: ignorantagents routinely ignore information too costly to obtain, and knowledgeable agents often confirm what they already knowwhen its convenient. We hypothesized that epistemic inferences are sensitive both to agents actions, and the underlyingutilities that best explain them. We tested this possibility in a simple task. Adults watched an explorer decide whetherto collect a map before searching an island for treasure. Participants (n=40) were asked to jointly infer how much theexplorer knew about the treasures location, and how much information the explorer believed the map had. Participantjudgments matched a computational model of epistemic inference structured around an expectation that agents rationallytradeoff information gain with information cost (r=0.86; 95%: 0.740.93, p¡.001). Our results suggest that adult Theory ofMind supports nuanced and graded epistemic inferences from observable action.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3cj3g3kk", "frozenauthors": [ { "first_name": "Rosie", "middle_name": "", "last_name": "Aboody", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29603/galley/19462/download/" } ] }, { "pk": 29585, "title": "From Integers to Fractions: Developing a Coherent Understanding ofProportional Magnitude", "subtitle": null, "abstract": "Children display an early sensitivity to implicit proportions (e.g., 1 of 5 apples vs 3 of 4 apples) but have considerabledifficulty in learning the explicit, symbolic proportions denoted by fractions (e.g., 1/5 vs 3/4). Theoretically, reducingthe gap between representations of implicit vs explicit proportions would improve understanding of fractions, but littleis known about how the representations develop and interact with one another. To address this, we asked 163 third tofifth graders to estimate the position of proportionally-equivalent integers and fractions on number lines (e.g., 3 on 0-8number line vs 3/8 on 0-1 number line). We found that, with increasing age, children were more accurate and linear inrepresenting both integers and fractions. More importantly, childrens estimates of implicit and explicit proportions becamemore coherent, such that a childs estimates of fractions on a 0-1 number-line was a linear function of the same childsestimates of equivalent integers. This representational coherence independently predicted childrens fraction proficiency inother tasks, suggest- ing that building a coherent understanding of proportions is an educationally-important goal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qw2r21v", "frozenauthors": [ { "first_name": "Shuyuan", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Marta", "middle_name": "", "last_name": "Mielicki", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Fitzsimmons", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Clarissa", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Opfer", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29585/galley/19444/download/" } ] }, { "pk": 29676, "title": "From Tangled Object Manifold to Temporal Relation Manifolds", "subtitle": null, "abstract": "In this paper, we extended the DiCarlo & Cox 2007 tangled object manifold framework of object recognition to bet-ter address the unsupervised nature of category learning. We developed a novel Markov chain-based similarity metricthat formally connects aspects of manifold untangling with trace learning. Using these developments, we replaced un-observable labels and artificial category boundaries with our observable Markov chain walk based similarity metric as atheoretically grounded target for unsupervised category untangling. Further, we developed a new rationale for how neu-ronal input windows should be chosen for an untangling algorithm using this new framework. This new framework formanifold untangling and trace learning allowed us to synthesize aspects of simple cell learning, complex cell learning,and axonal development theories, into a high-level theory of how the visual cortex learns to separate object categories at acomputational level.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fd9116q", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Ryland", "name_suffix": "", "institution": "University of Texas at Dallas", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29676/galley/19533/download/" } ] }, { "pk": 29670, "title": "From two to many: The role of executive functions in young children’s\ngeneralization of novel object names in a comparison design", "subtitle": null, "abstract": "In this study, 4-year-old children were tested in an object name\ngeneralization task with a stimulus comparison design.\nPerformance in the generalization task was correlated with\nperformance in a vocabulary test and three executive function\ntasks assessing inhibition, flexibility, and working memory.\nCorrelational analyses revealed a significant association with\nflexibility but not with inhibition, working memory or\nvocabulary test. We interpret the results in terms of a capacity\nto flexibly generate novel dimensions rather than inhibiting\nirrelevant dimensions. Individual differences in working\nmemory and inhibition did not significantly influence\nperformance in the word extension task. Moreover, the absence\nof correlation with the vocabulary performance supports the\nidea that children did not rely on existing knowledge to find out\nthe relevant dimension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Comparison" }, { "word": "executive functions" }, { "word": "Distinctiveness" }, { "word": "Conceptual Development." } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8t093316", "frozenauthors": [ { "first_name": "Yannick", "middle_name": "", "last_name": "Lagarrigue", "name_suffix": "", "institution": "Université de Bourgogne Franche-Comté", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "Université de Bourgogne Franche-Comté", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29670/galley/19527/download/" } ] }, { "pk": 29555, "title": "Game on: Mastery Orientation Through the Lens of a Challenging Video Game", "subtitle": null, "abstract": "Video games are failure-rich spaces that provide a unique lens\ninto how individuals react to failure in challenging\nenvironments. In this study, we utilize Cuphead, a notoriously\nchallenging video game to demonstrate a unique behaviorally\ndriven approach to understanding how an individual reacts to\nfailure. Using measures of mastery orientation and data-driven\nretrospective interviews, we show that individuals who exhibit\nmore mastery-oriented behaviors and more mastery-oriented\nbehaviors before a helpless-behavior are more likely to show a\nhigher game mastery orientation score, and that individuals that\nabandon a level before completion are more likely to show a\nlower game mastery orientation score. This introduces video\ngames as a fruitful environment for understanding mastery\norientation, a behaviorally driven approach to understanding\nhow individuals react to failure, and provides a glimpse into\nhow individuals react to failure in a challenging video game.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Mastery orientation" }, { "word": "failure" }, { "word": "video games" }, { "word": "Behavior" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4858d7sw", "frozenauthors": [ { "first_name": "Craig", "middle_name": "G", "last_name": "Anderson", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29555/galley/19415/download/" } ] }, { "pk": 29545, "title": "Gaze behavior in a review-a-definition task", "subtitle": null, "abstract": "A requirement definition document (RDD) in software development should define the necessary and sufficient conditionfor the software to satisfy. It is preferable to review and guarantee the quality of the RDD. It is, however, not easyto evaluate the goodness of the reviewer, due to various review styles and the logical complexity of such a document.Therefore, we developed a test set for the review task of the RDD and investigated the reviewers gaze behavior. The testset includes the four logical relationships between the definition and instances, and our analysis revealed that validation ofthe necessary condition is relatively easier than validation of the sufficient condition. Moreover, reviewers gaze patternswere concentrated more on a certain part of sentences when the review was successful. It may suggest that the reviewsuccess can be predicted by the reviewing eye gaze fixations on sentences with the relatively higher information gain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03j4t53v", "frozenauthors": [ { "first_name": "Koki", "middle_name": "", "last_name": "Saito", "name_suffix": "", "institution": "Nihon Unisys", "department": "" }, { "first_name": "Shohei", "middle_name": "", "last_name": "Hidaka", "name_suffix": "", "institution": "Japan Advanced Institute of Science and Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29545/galley/19405/download/" } ] }, { "pk": 29381, "title": "Gender convergence in the expressions of love: A computational analysis of lyrics", "subtitle": null, "abstract": "Love is a central theme in modern music, but do women andmen differ in their expressions of love? Results from empiri-cal studies on gender differences in love attitudes have evolvedfrom showing consistent differences to more similarities overtime and witnessed gender convergence in relationship expec-tations, housework responsibilities, and sexual attitudes. Inde-pendently, pop culture studies have shown how music can beused as a contextual artifact whose lyrics can reflect a culture’schanging psychological processes and ideologies. We combinethese two research areas to explore whether the gender con-vergence reported in psychological studies is mirrored in lovesongs. Using a corpus of lyrics and song metadata from 1960to 2009, we present a computational analysis of the lexical dis-tribution of lyrics across genre, gender and time. We show thatlove songs between vocalists who are men vs. women havebecome significantly more similar in their lyrical expressionsof love.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "culture and cognition; love; gender; lyrics; com-putational analysis" } ], "section": "Gender and Individuals", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40x424kj", "frozenauthors": [ { "first_name": "Lana", "middle_name": "El", "last_name": "Sanyoura", "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": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29381/galley/19242/download/" } ] }, { "pk": 29923, "title": "Gendered Robots Can Change Children’s Gender Stereotyping", "subtitle": null, "abstract": "Research suggests children readily treat robots as social actorsand sources of information for learning. Here we ask if childrenuse depictions of gender-counterstereotypic robots (e.g., afemale construction worker robot) and gender-stereotypicrobots (e.g., a female secretary robot) as sources of informationabout cultural gender stereotypes. Forty-five 6- to 8-year-oldchildren participated in a short counterstereotyping task.Children in the counterstereotypical condition viewed videosof cartoon female gendered robots with culturally stereotypedmasculine occupations, interests in activities, and traits.Children in the stereotypical condition viewed videos ofcartoon female gendered robots with culturally stereotypedfeminine attributes. Children completed a measure of genderstereotyping before and after viewing the intervention videos.From pretest to posttest, children’s gender stereotypingdecreased in the counterstereotypical condition and increasedin the stereotypical condition. These finding suggest childrenmay learn from robots as models of cultural gender stereotypes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "child-robot interaction" }, { "word": "social learning" }, { "word": "socialrobotics" }, { "word": "social cognition" }, { "word": "gender stereotypes" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7q75x0h3", "frozenauthors": [ { "first_name": "Kallyn", "middle_name": "", "last_name": "Song-Nichols", "name_suffix": "", "institution": "Occidental College", "department": "" }, { "first_name": "Andrew", "middle_name": "G.", "last_name": "Young", "name_suffix": "", "institution": "Northeastern Illinois University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29923/galley/19777/download/" } ] }, { "pk": 29956, "title": "Gender Gaps Correlate with Gender Bias in Social Media Word Embeddings", "subtitle": null, "abstract": "Gender status, gender roles, and gender values vary widelyacross cultures. Anthropology has provided qualitative ac-counts of economic, cultural, and biological factors that im-pact social groups, and international organizations have gath-ered indices and surveys to help quantify gender inequalitiesin states. Concurrently, machine learning research has recentlycharacterized pervasive gender biases in AI language models,rooting from biases in their textual training data. While thesemachine biases produce sub-optimal inferences, they may helpus characterize and predict statistical gender gaps and gendervalues in the culture(s) that produced the training text, therebyhelping us understand cultural context through big data. Thispaper presents an approach to (1) construct word embeddings(i.e., vector-based lexical semantics) from a region’s social me-dia, (2) quantify gender bias in word embeddings, and (3)correlate biases with survey responses and statistical gendergaps in education, politics, economics, and health. We validatethis approach using 2018 Twitter data spanning 143 countriesand 51 U.S. territories, 23 international and 7 U.S. gender gapstatistics, and seven international survey results from the WorldValue Survey. Integrating these heterogeneous data across cul-tures is an important step toward understanding (1) how biasesin culture might manifest in machine learning models and (2)how to estimate gender inequality from big data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gender bias; gender gaps; word embeddings; NLP" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45d4b391", "frozenauthors": [ { "first_name": "Scott", "middle_name": "", "last_name": "Friedman", "name_suffix": "", "institution": "SIFT", "department": "" }, { "first_name": "Sonja", "middle_name": "", "last_name": "Schmer-Galunder", "name_suffix": "", "institution": "SIFT", "department": "" }, { "first_name": "Anthony", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "SIFT", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Goldman", "name_suffix": "", "institution": "SIFT", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Ausman", "name_suffix": "", "institution": "SIFT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29956/galley/19810/download/" } ] }, { "pk": 29872, "title": "Generalization of Novel Object Names in Comparison Contexts in a yes-no\nparadigm by young children. When the rate of stimulus presentation matters.", "subtitle": null, "abstract": "A common result in novel word generalization tasks is that\ncomparison settings (i.e., several stimuli introduced\nsimultaneously) favor conceptualization and generalization.\nWe hypothesized that typical comparison forced-choice\ndesigns between a lure and a target conceptual dimension might\nhave constrained children’s choices. Here we used a “yes-no”\nfree choice design with 3- and 4-year-old children, and\nmanipulated the presentation mode of the stimuli, either\nsimultaneous or sequential. We manipulated the semantic\ndistance between training and transfer items. Results showed\nthat simultaneous, rather than sequential, presentations in the\ntransfer phase led to more taxonomic generalizations in four-\nyear olds. Results are discussed in terms of the constraints that\nboth types of presentation bring into the task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "novel name; comparisons; generalization; forced-\nchoice; free-choice." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4162813j", "frozenauthors": [ { "first_name": "Eleanor", "middle_name": "", "last_name": "Stansbury", "name_suffix": "", "institution": "Université de Bourgogne Franche-Comté", "department": "" }, { "first_name": "Arnaud", "middle_name": "", "last_name": "Witt", "name_suffix": "", "institution": "Université de Bourgogne Franche-Comté", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "Université de Bourgogne Franche-Comté", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29872/galley/19726/download/" } ] }, { "pk": 29867, "title": "Generalizations about the functions of agents", "subtitle": null, "abstract": "Studies show that people begin to associate objects with functions early in development (Atran, 1995; Carey, 1985; Csibra& Gergely, 1998; Keil, 1992). They can describe generalizations about the functions of objects by producing teleologicalgeneric language, i.e., statements that express generalities about the purposes of objects. A recent study shows thatpeople accept teleological generics about body parts such as eyes are for seeing but reject statements such as eyes are forblinking. Nevertheless, little is known about whether people associate living, volitional agents with functions. In a seriesof experiments, we show that they do: they accept statements of the form ”horses are for riding” but not ”horses are forneighing”. The studies show further that people appear to have normative expectations about the functions of agents, e.g.,they accept statements such as ”all normal horses are for riding” and ”horses are supposed to be for riding”. The resultcorroborates Korman and Khemlani’s (2018, 2020) proposal that people mentally represent principled connections, i.e.,privileged conceptual links, between kinds and their functional properties.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/53b024d5", "frozenauthors": [ { "first_name": "Hillary", "middle_name": "", "last_name": "Harner", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Joanna", "middle_name": "", "last_name": "Korman", "name_suffix": "", "institution": "The MITRE Corporation", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29867/galley/19721/download/" } ] }, { "pk": 29387, "title": "Generalizing meanings from partners to populations:Hierarchical inference supports convention formation on networks", "subtitle": null, "abstract": "A key property of linguistic conventions is that they hold overan entire community of speakers, allowing us to communicateefficiently even with people we have never met before. Atthe same time, much of our language use is partner-specific:we know that words may be understood differently by differ-ent people based on our shared history. This poses a chal-lenge for accounts of convention formation. Exactly how doagents make the inferential leap to community-wide expecta-tions while maintaining partner-specific knowledge? We pro-pose a hierarchical Bayesian model to explain how speakersand listeners solve this inductive problem. To evaluate ourmodel’s predictions, we conducted an experiment where par-ticipants played an extended natural-language communicationgame with different partners in a small community. We ex-amine several measures of generalization and find key signa-tures of both partner-specificity and community convergencethat distinguish our model from alternatives. These resultssuggest that partner-specificity is not only compatible with theformation of community-wide conventions, but may facilitateit when coupled with a powerful inductive mechanism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; communication; coordination" } ], "section": "Language and Groups", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7849q1dm", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Hawkins", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Adele", "middle_name": "E.", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University, Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29387/galley/19248/download/" } ] }, { "pk": 29806, "title": "Generalizing Outside the Training Set:When Can Neural Networks Learn Identity Effects?", "subtitle": null, "abstract": "Often in language and other areas of cognition, whether twocomponents of an object are identical or not determine whetherit is well formed. We call such constraints identity effects.When developing a system to learn well-formedness from ex-amples, it is easy enough to build in an identify effect. But canidentity effects be learned from the data without explicit guid-ance? We provide a simple framework in which we can rig-orously prove that algorithms satisfying simple criteria cannotmake the correct inference. We then show that a broad classof algorithms including deep neural networks with standardarchitecture and training with backpropagation satisfy our cri-teria, dependent on the encoding of inputs. Finally, we demon-strate our theory with computational experiments in which weexplore the effect of different input encodings on the ability ofalgorithms to generalize to novel inputs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "identity effects" }, { "word": "machine learning" }, { "word": "neural net-works" }, { "word": "Generalization" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7g08r13k", "frozenauthors": [ { "first_name": "Simone", "middle_name": "", "last_name": "Brugiapaglia", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Tupper", "name_suffix": "", "institution": "Simon Fraser University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29806/galley/19660/download/" } ] }, { "pk": 30148, "title": "General mechanisms of color lexicon acquisition: Insights from comparison of\nGerman and Japanese speaking children", "subtitle": null, "abstract": "This research investigated how German-speaking children\nlearn color words, both in terms of centroid mappings and\nboundary delineation, and how they construct the color\nlexicon as a connected system. The results were compared to\nthose of Japanese children to draw insights on general\nmechanisms that underlie the acquisition of words in the color\nlexicon. For both languages, input frequency and category\nsize contributed to the ease of learning. In contrast, in both\nlanguage groups, naming (in)consistency in adults predicted\nthe adult-like boundary delineation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "color word acquisition; lexical development;\nword learning; language-general mechanisms; role of input" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4492w55w", "frozenauthors": [ { "first_name": "Mutsumi", "middle_name": "", "last_name": "Imai", "name_suffix": "", "institution": "Keio University", "department": "" }, { "first_name": "Noburo", "middle_name": "", "last_name": "Saji", "name_suffix": "", "institution": "Kamakura Women’s University", "department": "" }, { "first_name": "Gerlind", "middle_name": "", "last_name": "Große", "name_suffix": "", "institution": "University of Applied Sciences Potsdam", "department": "" }, { "first_name": "Cornelia", "middle_name": "", "last_name": "Schulze", "name_suffix": "", "institution": "Leipzig University", "department": "" }, { "first_name": "Michiko", "middle_name": "", "last_name": "Asano", "name_suffix": "", "institution": "Rikkyo University", "department": "" }, { "first_name": "Henrik", "middle_name": "", "last_name": "Saalbach", "name_suffix": "", "institution": "Leipzig University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30148/galley/20002/download/" } ] }, { "pk": 29881, "title": "Generating new concepts with hybrid neuro-symbolic models", "subtitle": null, "abstract": "Human conceptual knowledge supports the ability to generatenovel yet highly structured concepts, and the form of this con-ceptual knowledge is of great interest to cognitive scientists.One tradition has emphasized structured knowledge, view-ing concepts as embedded in intuitive theories or organizedin complex symbolic knowledge structures. A second tradi-tion has emphasized statistical knowledge, viewing conceptualknowledge as an emerging from the rich correlational structurecaptured by training neural networks and other statistical mod-els. In this paper, we explore a synthesis of these two traditionsthrough a novel neuro-symbolic model for generating new con-cepts. Using simple visual concepts as a testbed, we bring to-gether neural networks and symbolic probabilistic programsto learn a generative model of novel handwritten characters.Two alternative models are explored with more generic neuralnetwork architectures. We compare each of these three mod-els for their likelihoods on held-out character classes and forthe quality of their productions, finding that our hybrid modellearns the most convincing representation and generalizes fur-ther from the training observations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Categories and concepts; neural networks; com-positionality; causality; generative models" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6079r2br", "frozenauthors": [ { "first_name": "Reuben", "middle_name": "", "last_name": "Feinman", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Brenden", "middle_name": "M.", "last_name": "Lake", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29881/galley/19735/download/" } ] }, { "pk": 30017, "title": "Gesture and pause can facilitate chunking syntactic information in ambiguousphrases", "subtitle": null, "abstract": "It is known that phrases and sentences can be interpreted to have multiple meanings. Previous studies have focused mostlyon prosodic cues and pauses in the disambiguation mechanism of syntactic structures. In this study, we looked into thedisambiguation effects of gestures (iconic or beat) and three different duration of pauses (0.1, 0.5, 1.0 sec) at critical wordfor branching. The participants looked at a computer monitor that showed an actor doing gesture, and two pictures thatdepict different meanings. The participant was asked to choose the matched picture with the shown gesture. Reactiontime was also measured. The result was that participants responded more correctly when gesture of sequential chunkingwas shown than non-sequential chunking. More pause facilitated interpretation of the non-sequential stimulus, whereasmore pause facilitated the reaction for the sequential chunking stimulus. The study showed the importance of chunkingsyntactic information shown by gesture and pause.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83r6g6cn", "frozenauthors": [ { "first_name": "Harumi", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Tokyo Denki University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30017/galley/19871/download/" } ] }, { "pk": 30010, "title": "Gesture Production and Theory of Mind:Effective Disambiguation in Communication through Gesture", "subtitle": null, "abstract": "People design their speech acts with their listeners in mind,accounting for their knowledge and other mental states. Is thisability specific to spoken language and co-speech gesture, ordoes it appear in pantomimic gestures as well? We ask whetheradults flexibly shift their silent gestures to emphasize relevantinformation, representing different features of the target indifferent contexts. In a two-item reference game, adultsgestured to a partner to indicate which object was the target.Item pairs differed in one of three features (size, shape,pattern). We found that adults were more likely to gesture afeature when it was relevant to distinguishing the two possiblereferents, versus when it was not. Thus, adults flexiblymodified their gestures to meet their partners’ needs,emphasizing the relevant feature. These data lay a foundationfor future work on the development of use of theory of mind ingestural communication in childhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gesture production; referential communication;theory of mind; common ground; disambiguation; language" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0n43m5wc", "frozenauthors": [ { "first_name": "Minju", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Adena", "middle_name": "", "last_name": "Schachner", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30010/galley/19864/download/" } ] }, { "pk": 29348, "title": "Getting Our Bearings:Advances in Understanding Spatial Reorientation", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial cognition; navigation; spatial reorientation" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rq0w3wj", "frozenauthors": [ { "first_name": "Nora", "middle_name": "S.", "last_name": "Newcombe", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29348/galley/19209/download/" } ] }, { "pk": 29678, "title": "“Girls Are as Good as Boys” Implies Boys Are Better,But Only in the Absence of Explicit Awareness", "subtitle": null, "abstract": "The statement “Girls are as good as boys at math” appears toexpress gender equality, but research has shown that peopleinfer a gender difference from such statements: the group inthe complement position (boys) is judged to be superior. Arepeople aware that the syntax of these statements influencestheir judgments and do these framing effects generalize toother groups and inferences? We addressed these questions byreplicating and extending previous work, showing that (1)syntactic framing effects extend to politically chargedinferences about religious groups and terrorism, and (2) themajority of people recognize subject-complement statementsas influential in their judgments, but framing effects are foundonly in those who fail to recognize this influence. Those whodo cite this syntax as influential tend to show a reverseframing effect, suggesting they may be sensitive to the biasimplicit in such statements and consciously act to resist it.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; syntax; framing; gender; terrorism" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pd058td", "frozenauthors": [ { "first_name": "Evan", "middle_name": "M.", "last_name": "Doherty", "name_suffix": "", "institution": "Colorado College", "department": "" }, { "first_name": "Stephen", "middle_name": "J.", "last_name": "Flusberg", "name_suffix": "", "institution": "SUNY Purchase College", "department": "" }, { "first_name": "Kevin", "middle_name": "J.", "last_name": "Holmes", "name_suffix": "", "institution": "Reed College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29678/galley/19535/download/" } ] }, { "pk": 29502, "title": "Givenness Hierarchy Theoretic Cognitive Status Filtering", "subtitle": null, "abstract": "For language-capable interactive robots to be effectively in-troduced into human society, they must be able to naturallyand efficiently communicate about the objects, locations, andpeople found in human environments. An important aspect ofnatural language communication is the use of pronouns. Ac-cording to the linguistic theory of the Givenness Hierarchy(GH), humans use pronouns due to implicit assumptions aboutthe cognitive statuses their referents have in the minds of theirconversational partners. In previous work, Williams et al. pre-sented the first computational implementation of the full GHfor the purpose of robot language understanding, leveraging aset of rules informed by the GH literature. However, that ap-proach was designed specifically for language understanding,oriented around GH-inspired memory structures used to assesswhat entities are candidate referents given a particular cogni-tive status. In contrast, language generation requires a modelin which cognitive status can be assessed for a given entity.We present and compare two such models of cognitive sta-tus: a rule-based Finite State Machine model directly informedby the GH literature and a Cognitive Status Filter designedto more flexibly handle uncertainty. The models are demon-strated and evaluated using a silver-standard English subset ofthe OFAI Multimodal Task Description Corpus.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Status modeling" }, { "word": "Natural language gen-eration" }, { "word": "Human-robot interaction" } ], "section": "Social Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9x6565fv", "frozenauthors": [ { "first_name": "Poulomi", "middle_name": "", "last_name": "Pal", "name_suffix": "", "institution": "Colorado School of Mines", "department": "" }, { "first_name": "Lixiao", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "Colorado School of Mines", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Golden-Lasher", "name_suffix": "", "institution": "Colorado School of Mines", "department": "" }, { "first_name": "Akshay", "middle_name": "", "last_name": "Swaminathan", "name_suffix": "", "institution": "Colorado School of Mines", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "Colorado School of Mines", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29502/galley/19362/download/" } ] }, { "pk": 29742, "title": "Global Warming, Nationalism, and Reasoning With Numbers:Toward Techniques to Promote the Public’s Critical Thinking About Statistics", "subtitle": null, "abstract": "The increase of misinformation in the public sphere over thepast decade represents an urgent societal issue, given thechallenge of distinguishing veridical facts from false ormisleading information. The present experiment’s resultsindicate that people are reliant on numerical information in theirdetermination of whether a statistic related to global warming isrepresentative or misleading. Of particularly practicalsignificance, the results also demonstrate that showingparticipants a mixed set of revealing and misleading globalwarming statistics leads to an increase in global warmingacceptance, rather than sowing confusion (or some sense that alldata are equally dubious or compelling). Replicating priorresults, nationalism and global warming acceptance are in anegative relationship. We also describe the background, design,and assessment of a curriculum intended to help the generalpublic better distinguish between representative and misleadingstatistics about anthropogenic climate change. The findingshighlight numerically-driven inferencing as a useful paradigmfor the assessment of information relating to global warming andenvironmental risk.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "global warming; climate change; representativeness;misinformation; misleading information; numerical cognition;nationalism; statistical interpretation." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gh982rn", "frozenauthors": [ { "first_name": "Leela", "middle_name": "", "last_name": "Velautham", "name_suffix": "", "institution": "UC Berkely", "department": "" }, { "first_name": "Michael", "middle_name": "Andrew", "last_name": "Ranney", "name_suffix": "", "institution": "UC Berkely", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T20:00:00+02:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29742/galley/19598/download/" } ] } ] }