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{ "count": 39501, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=14200", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=14000", "results": [ { "pk": 29633, "title": "Goal-adaptiveness in children’s cue-based information search", "subtitle": null, "abstract": "This paper investigates the emergence and development ofchildren’s ability to adapt their information search to differentgoals. In Study 1, 3- to 7-year-olds had to decide whether tostudy the arms or legs of two monsters to predict which wouldsucceed at a throwing vs. jumping challenge. Children’s abil-ity to adaptively select the relevant piece of information andtailor their search to the given goal increased with age, surpass-ing chance level around 4;6. Study 2 investigated additionaladaptation to distributions of, e.g., long arms in the search do-main. Preliminary results confirm the observed developmentaltrend in search adaptiveness and effectiveness, suggesting anability to tailor information search to the relevant distributionsin the environment. These studies provide first insights intothe development of adaptive information search given complexgoals, deepening our understanding of this key aspect of learn-ing, judgment and decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information search; ecological learning; decisionmaking; adaptiveness" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cq430qx", "frozenauthors": [ { "first_name": "Andreas", "middle_name": "", "last_name": "Domberg", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Karla", "middle_name": "", "last_name": "Koskuba", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Anselm", "middle_name": "", "last_name": "Rothe", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Azzurra", "middle_name": "", "last_name": "Ruggeri", "name_suffix": "", "institution": "Technical University of Munich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29633/galley/19491/download/" } ] }, { "pk": 29591, "title": "Good-enough production with repetition", "subtitle": null, "abstract": "Good-Enough production is the case where lexical selection between alternative words is subject to accessibility effects.Recent evidence suggests the name for a picture depends partly on the phonological form of the last word said. If Good-Enough production reflects variability in name activation and competition among alternative names, then non-adjacentmanipulations should also affect picture naming probability and latency. Participants read aloud printed words and namedpictures one at a time, including target pictures with two highly probable names (Dominant and Secondary). In theRepetition (vs Control) condition, Secondary names were read aloud in early trials, and target pictures were named at least50 trials later. Earlier reading resulted in a higher probability of Secondary names for target pictures, compared to Controlparticipants, suggesting that lexical selection is subject to non-adjacent influences. Dominant naming latency was greaterunder earlier Secondary name reading, supporting an interactive, competitive lexical selection mechanism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8ft2k714", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Koranda", "name_suffix": "", "institution": "UW-Madison", "department": "" }, { "first_name": "Maryellen", "middle_name": "", "last_name": "MacDonald", "name_suffix": "", "institution": "UW-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29591/galley/19450/download/" } ] }, { "pk": 30152, "title": "Graded Representations of Norm Strength", "subtitle": null, "abstract": "Previous work across multiple disciplines has shown thatnorms have a powerful impact on behavior. Little is known,however about how norms are represented in the mind. Herewe examine whether people’s norm representations come inreliably identifiable grades of strength. Classical models ofnorms distinguished between the broad deontic categories ofprescriptions, permissions, and prohibitions. Four studiesdemonstrate that people consistently and consensuallydistinguish between deontic expressions that denote grades ofprohibition (e.g., frowned upon < unacceptable < forbidden)and grades of prescription (e.g., called for < expected ", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social norms; moral psychology; deontic logic" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0923c37q", "frozenauthors": [ { "first_name": "Bertram", "middle_name": "F.", "last_name": "Malle", "name_suffix": "", "institution": "Brown University,", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30152/galley/20006/download/" } ] }, { "pk": 29813, "title": "Grammatical marking and the tradeoff between code length and informativeness", "subtitle": null, "abstract": "Functionalist accounts of language suggest that formsare paired with meanings in ways that support efficientcommunication. Previous work on grammatical markingsuggests that word forms have lengths that enable efficientproduction, and previous work on the semantic typologyof the lexicon suggests that word meanings representefficient partitions of semantic space. Here we consider anintegrated information-theoretic framework that captures howcommunicative pressures influence both form and meaning.We take tense systems as a case study, and show how theframework explains both which tense systems are attestedacross languages and the length asymmetries of the forms inthose systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "efficient communication; semantic typology;grammar; information theory" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6px9r1df", "frozenauthors": [ { "first_name": "Francis", "middle_name": "", "last_name": "Mollica", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Geoff", "middle_name": "", "last_name": "Bacon", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29813/galley/19667/download/" } ] }, { "pk": 29774, "title": "Graphical vs. Spatial Models of Distributional Semantics", "subtitle": null, "abstract": "Semantic space models based on distributional information and semantic network (graphical) models are two of the mostpopular models of semantic representation. Both types of models succeed at modeling or explaining various tasks. Bothtypes of models also have limitations. Spatial models have difficulties representing indirect semantic relations, whilegraphical models have lacked a theoretical account for the construction of their semantic network. In this article, wedevelop the Distributional Graph Model. The new model resembles semantic space models in the way that it is a repre-sentation of semantic memory obtained from statistical learning on a linguistic corpus. But like other graphical models,it is able to capture indirect semantic relatedness as well. Using an artificial language specifically designed to test differ-ent types of syntagmatic and paradigmatic relationships, we show that the Distributional Graph Model demonstrates thebenefits of both graphical and spatial distributional models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bk0q2mr", "frozenauthors": [ { "first_name": "Shufan", "middle_name": "", "last_name": "Mao", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Willits", "name_suffix": "", "institution": "University of Illinois", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29774/galley/19628/download/" } ] }, { "pk": 29763, "title": "Great Expectations: Evaluating the Role of Object-Color Expectations on Visual Memory", "subtitle": null, "abstract": "Previous research has shown that category expectations can improve recall, by reducing absolute average error (e.g. Hut-tenlocher, et.al., 1991; Hemmer & Steyvers, 2009), particularly when expectations are consistent with studied information.However, studied information that is expectation-inconsistent may also boost memory (e.g. Sakamoto & Love, 2004).Using a cued-recall task, we manipulated the degree to which studied object-color pairs aligned with peoples (N=29)expectations to explore the role of expectations in delayed recall. Our preliminary results show greater recall accuracyfor expectation-consistent items (e.g. yellow bananas) compared to expectation-inconsistent (purple bananas), and no-expectation items (yellow toothbrushes). However, there was no difference in accuracy between expectation-inconsistentand no-expectation items, nor was there a difference between weak and strong expectation-inconsistent items (orangish-yellow and purple bananas, respectively). This preliminary work shows that in delayed recall, the benefit of categoryexpectations might not extend to instances when studied information is misaligned with those expectations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6zs707jk", "frozenauthors": [ { "first_name": "Kimele", "middle_name": "", "last_name": "Persaud", "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": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29763/galley/19617/download/" } ] }, { "pk": 29550, "title": "Great expectations:\nEvidence for graded prediction of grammatical gender", "subtitle": null, "abstract": "Language processing is predictive in nature. But how do\npeople balance multiple competing options as they predict\nupcoming meanings? Here, we investigated whether readers\ngenerate graded predictions about grammatical gender of\nnouns. Sentence contexts were manipulated so that they\nstrongly biased people's expectations towards two or more\nnouns that had the same grammatical gender (single bias\ncondition), or they biased multiple genders from different\ngrammatical classes (multiple bias condition). Our\nexpectation was that unexpected articles should lead to\nelevated reading times (RTs) in the single-bias condition\nwhen probabilistic expectations towards a particular gender\nare violated. Indeed, the results showed greater sensitivity\namong language users towards unexpected articles in the\nsingle-bias condition, however, RTs on unexpected gender-\nmarked articles were facilitated, and not slowed. Our data\nconfirm that difficulty in sentence processing is modulated\nby uncertainty about predicted information, and suggest that\nreaders make graded predictions about grammatical gender.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Processing" }, { "word": "prediction" }, { "word": "gender" }, { "word": "Reading" }, { "word": "Sentence comprehension" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2xb8d9c4", "frozenauthors": [ { "first_name": "Katja", "middle_name": "", "last_name": "Haeuser", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Jutta", "middle_name": "", "last_name": "Kray", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Arielle", "middle_name": "", "last_name": "Borovsky", "name_suffix": "", "institution": "Purdue University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29550/galley/19410/download/" } ] }, { "pk": 30179, "title": "Grid-Navigation Tasks involve Skill Learning", "subtitle": null, "abstract": "Several canonical experimental paradigms (serial reaction task, mxn task, etc.) have been proposed to study the typicalbehavioural phenomenon in sequential key-press tasks. However, not much work has been done on studying motor se-quencing in grid-navigation tasks. In this work, using empirical examinations, we systematically show grid-navigationtask as an instance of skill learning paradigm. The participants performed Grid-Sailing Task (GST), which required nav-igating (by executing sequential key-presses) a 5x5 grid from start to goal position while using a particular key-mappingamong the 3 cursor movement directions and the 3 keyboard buttons. We employ two different experiments to argue forthe learning of cognitive strategies as well as motor sequences. By rejecting the motor adaptation argument and validatingthe law of practice, we characterize GST as a skill learning task. We further argue for advantages of GST as a general,canonical task over others for use in skill learning studies.", "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/5m17q7kw", "frozenauthors": [ { "first_name": "Krishn", "middle_name": "", "last_name": "Bera", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" }, { "first_name": "Anuj", "middle_name": "", "last_name": "Shukla", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" }, { "first_name": "Raju", "middle_name": "", "last_name": "Bapi", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30179/galley/20033/download/" } ] }, { "pk": 29450, "title": "Grounding Spatial Language in Perception by Combining Conceptsin a Neural Dynamic Architecture", "subtitle": null, "abstract": "We present a neural dynamic architecture that grounds sen-tences in perception which combine multiple concepts throughnested spatial relations. Grounding entails that the model getsfeatures and relations as categorical inputs and matches themto objects in space-continuous neural maps which represent vi-sual input. The architecture is based on the neural principlesof dynamic field theory. It autonomously generates sequencesof processing steps in continuous time, based solely on highlyrecurrent connectivity. Simulations of the architecture showthat it can ground sentences of varying complexity. We thusaddress two major challenges in dealing with nested relations:how concepts may appear in multiple different relational roleswithin the same sentence, and how in such a scenario variousgrounding outcomes may be “tried out” in a form of hypothesistesting. We close by discussing empirical evidence for crucialassumptions and choices made when developing the architec-ture.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "anguage grounding; conceptual combination;neural network; dynamical system; dynamic field theory" } ], "section": "Spatial Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6b28g3wv", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Sabinasz", "name_suffix": "", "institution": "Institut fur Neuroinformatik", "department": "" }, { "first_name": "Mathis", "middle_name": "", "last_name": "Richter", "name_suffix": "", "institution": "Institut fur Neuroinformatik", "department": "" }, { "first_name": "Jonas", "middle_name": "", "last_name": "Lins", "name_suffix": "", "institution": "Institut fur Neuroinformatik", "department": "" }, { "first_name": "Gregor", "middle_name": "", "last_name": "Schoner", "name_suffix": "", "institution": "Institut fur Neuroinformatik", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29450/galley/19310/download/" } ] }, { "pk": 29816, "title": "Group- and Individual-Level Information Affects Children’s Playmate Choice", "subtitle": null, "abstract": "Social relationships such as playmates and friendships are im-portant for children’s development. But relatively little isknown about how such relationships are formed. In two stud-ies, 5- to 6-year-old children chose their playmates in a hypo-thetical scenario that resembled a real-world social situation.The findings suggested that children used both the base-rateinformation about the social group and the adaptive samplingstrategy in playmate choice – they approached or avoided in-dividuals based on the group that the individuals belonged to,as well as their past experiences with the individuals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "playmate; friendship; adaptive sampling; statisti-cal learning" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2n03577c", "frozenauthors": [ { "first_name": "Rongzhi", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Gil", "middle_name": "", "last_name": "Diesendruck", "name_suffix": "", "institution": "Bar-Ilan University", "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": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29816/galley/19670/download/" } ] }, { "pk": 29614, "title": "Habitual Sleep Quality Moderated the Effects of Sleep Deprivation on EmotionRegulation by Third-Person Self Talk: Event-Related Potential (ERP) andBehavioral Findings", "subtitle": null, "abstract": "The current study investigated the impact of sleep deprivation (SD) on the use of third-person self-talk, a relatively effort-less strategy, to regulate emotion. Twenty-four participants (age = 22.75 2.68, 54.17% male, 33.33% good sleepers) com-pleted a cue-picture ERP paradigm after normal sleep and SD conditions, in which they viewed negative or neutral stimuliand reflected on their feelings using either the pronoun I or their name (third-person). We calculated post-instruction latepositive potential (LPP) that has been found sensitive to emotion regulation strategies and closely related to amygdalaactivity. While poor sleepers showed greater LPP amplitudes overall, F(1,7) = 17.50, p = .004, SD only increased the LPPfor negative picture trials among good sleepers but not poor sleepers, F(1,7) = 5.37, p = .054, suggesting that the effect ofSD on emotion regulation using third-person self talk was moderated by habitual sleep quality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48n6j5dx", "frozenauthors": [ { "first_name": "Yeuk", "middle_name": "Ching", "last_name": "Lam", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Esther", "middle_name": "Yuet Ying", "last_name": "Lau", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Cheng", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Lydia", "middle_name": "Ting Sum", "last_name": "Yee", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29614/galley/19473/download/" } ] }, { "pk": 30032, "title": "Hands in Thought and Motion", "subtitle": null, "abstract": "Theories of event-predictive, anticipatory behavior controlsuggest that complex action planning and control is segmentedinto sequences of anticipated subgoals and according behav-ioral events, which accomplish the subgoals. Here we focus onthe cognitive dynamics during successive subgoal activations.We combined a virtual object interaction task (prehension andtransport of a bottle) with a crossmodal congruency task. An-ticipatory crossmodal congruency effects (aCCEs) occur at thegoal of the current behavior, before the goal is reached. TheseaCCEs appear to be stronger during prehension, while visualdistractors at the currently irrelevant movement target have noeffect. While the results so far provide only partial supportfor the proposed anticipatory, sequential control process, theparadigm is well-suited to probe the dynamic changes of spa-tial body representations in object interactions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Event Predictive Cognition; Anticipatory Behav-ioral Control; Peripersonal Space; Virtual Reality" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/212611b8", "frozenauthors": [ { "first_name": "Johannes", "middle_name": "", "last_name": "Lohmann", "name_suffix": "", "institution": "University of Tubingen", "department": "" }, { "first_name": "Martin", "middle_name": "V.", "last_name": "Butz", "name_suffix": "", "institution": "University of Tubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30032/galley/19886/download/" } ] }, { "pk": 29500, "title": "Hatred is in the Eye of the Annotator: Hate Speech Classifiers Learn Human-LikeSocial Stereotypes", "subtitle": null, "abstract": "Social stereotypes impact individuals’ judgement about different social groups. One area where such stereotyping has acritical impact is in hate speech detection, in which human annotations of text are used to train machine learning models.Such models are likely to be biased in the same ways that humans are biased in their judgments of social groups. Inthis research, we investigate the effect of stereotypes of social groups on the performance of expert annotators in a largecorpus of annotated hate speech. We also examine the effect of these stereotypes on unintended bias of hate speechclassifiers. To this end, we show how language-encoded stereotypes, associated with social groups, lead to disagreementsin identifying hate speech. Lastly, we analyze how inconsistencies in annotations propagate to a supervised classifier whenhuman-generated labels are used to train a hate speech detection model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Social Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01j5v3mm", "frozenauthors": [ { "first_name": "Aida", "middle_name": "Mostafazadeh", "last_name": "Davani", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Mohammad", "middle_name": "", "last_name": "Atari", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Brendan", "middle_name": "", "last_name": "Kennedy", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Shreya", "middle_name": "", "last_name": "Havaldar", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Morteza", "middle_name": "", "last_name": "Dehghani", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29500/galley/19360/download/" } ] }, { "pk": 29384, "title": "Health beliefs and decision making", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision-making; causal reasoning; cross-culturalpsychology; health; machine learning; black swans; rituals" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9dn665sf", "frozenauthors": [ { "first_name": "Micah", "middle_name": "", "last_name": "Goldwater", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Cristine", "middle_name": "", "last_name": "Legare", "name_suffix": "", "institution": "University of Texas- Austin", "department": "" }, { "first_name": "Ellen", "middle_name": "", "last_name": "Markman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29384/galley/19245/download/" } ] }, { "pk": 29427, "title": "Hearing water temperature:Characterizing the development of nuanced perception of auditory events", "subtitle": null, "abstract": "Without conscious thought, listeners link events in the worldto sounds they hear. We study one surprising example: Adultscan judge the temperature of water simply from hearing itbeing poured. How do these nuanced perceptual skillsdevelop? Is extensive auditory experience required, or arethese skills present in early childhood? In Exp.1, adults wereexceptionally good at judging whether water was hot vs. coldfrom pouring sounds (M=93% accuracy; N=104). In Exp.2, wetested this ability in N=113 children aged 3-12 years, and foundevidence of developmental change: Age significantly predictedaccuracy (p<0.001, logistic regression), such that 3-5 year oldchildren performed at chance while 85% of children age 6+answered correctly. Overall our data suggest that perception ofnuanced differences between auditory events is not part ofearly-developing cross-modal cognition, and instead developsover the first six years of life.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "auditory development; cross-modal perception;auditory perception; nature vs nurture; individual differences" } ], "section": "Learning and Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5628h7x6", "frozenauthors": [ { "first_name": "Tanushree", "middle_name": "", "last_name": "Agrawal", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "Calcetas", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Danielle", "middle_name": "", "last_name": "Clarke", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Naomi", "middle_name": "", "last_name": "Lin", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Adena", "middle_name": "", "last_name": "Schachner", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29427/galley/19287/download/" } ] }, { "pk": 29955, "title": "Hemispheric asymmetries in “expert” processingof semantic relationships during reading", "subtitle": null, "abstract": "How does individual-level variation in experience andknowledge influence neural mechanisms recruited during real-time language comprehension? We used event-related brainpotentials (ERPs) combined with lateralized visualpresentations of critical sentence-final words to examineasymmetries in hemispheric processing as individuals whovaried in their knowledge of the fictional world of Harry Potter(HP) read sentences about general topics / HP. HP sentenceendings were either contextually supported, unrelatedanomalies, or semantically related anomalies. Amongst HP“experts,” both hemispheres were sensitive to contextualsupport, but only the right hemisphere (RH) was sensitive tothe related anomaly manipulation. The exact pattern of resultsdepended on the relationship (categorical vs event). Ourfindings are in line with accounts on which the left hemisphere(LH) activates narrow/specific semantic contents and the RHactivates a broader range. We tentatively hypothesize thatcontent experts may exploit these hemispheric differences inscope of activation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "real-time language processing; ERPs; knowledge;individual differences; hemispheric asymmetries" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11w2467x", "frozenauthors": [ { "first_name": "Melissa", "middle_name": "", "last_name": "Troyer", "name_suffix": "", "institution": "Western University", "department": "" }, { "first_name": "Marta", "middle_name": "", "last_name": "Kutas", "name_suffix": "", "institution": "UCSD", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29955/galley/19809/download/" } ] }, { "pk": 29906, "title": "Hierarchical Inferences Support Systematicity in the Lexicon", "subtitle": null, "abstract": "Language exhibits striking systematicity in its form-meaningmappings: Similar meanings are assigned similar forms. Herewe study how systematicity relates to another well-studiedphenomenon, linguistic regularization, the removal of unpre-dictable variation in linguistic variants. Systematicity is ulti-mately a property of classes of form-meaning mappings, eachmember of which can be acted upon independently by linguis-tic regularization. Both are supported by a cognitive bias forsimplicity, but this leaves open the question of how they inter-act to structure the lexicon. Using data from a recent artificialgesture learning experiment by Verhoef, Padden, and Kirby(2016), we formalize cognitive biases at the item level and thelanguage level as inductive biases in a hierarchical Bayesianmodel. Simulated data from models that lack either one ofthose biases show how both are necessary to capture subjects’systematicity preferences. Our results bring conceptual clar-ity about the relationship between regularization and system-aticity and promote a multi-level approach to cognitive biasesin artificial language learning and language evolution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "systematicity; Bayesian modeling; regularization; signlanguage; artificial language learning" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jb5n9c2", "frozenauthors": [ { "first_name": "Matthias", "middle_name": "", "last_name": "Hofer", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tessa", "middle_name": "", "last_name": "Verhoef", "name_suffix": "", "institution": "University of Leiden", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Levy", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29906/galley/19760/download/" } ] }, { "pk": 29642, "title": "Hierarchical temporal organization of speech in children and adolescents whostutter", "subtitle": null, "abstract": "With 10 to 20 sounds per second, fluent speech requires extremely skilled motor coordination. Therefore, young speakerswith an immature or malfunctioning speech production system may be particularly challenged by the temporal aspects offluent speech. In the present study, we examine nested temporal bout structure (Abney et al., 2014) to investigate howyoung speakers (children 9-12; adolescents 13-17 years old) who do and do not stutter might differ in their temporalorganization of speech during reading. Allan Factor analyses show that nested clustering of peak amplitudes at shorttime-scales (¡ 300 ms) differs between children and adolescents, pointing to developmental differences in the temporalorganization of syllabic structure. Greater nested clustering at longer timescales (¿ 300 ms 10 s) was characteristic ofstuttering, particularly in adolescents whose stutter risks to persist into adulthood. We discuss these findings in light oftheories of stuttering and the acquisition of fluent speech", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tg2p07g", "frozenauthors": [ { "first_name": "Mona", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "Ludwig-Maximilians-University", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Kello", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Simone", "middle_name": "", "last_name": "Falk", "name_suffix": "", "institution": "Universit de Montral", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29642/galley/19500/download/" } ] }, { "pk": 29364, "title": "How a-priori biases affect sequence learning in a serial reaction time task", "subtitle": null, "abstract": "The ability to chain together sequences of information and\naction is pivotal to everyday acquisition of skills. Despite\nextensive research of sequence learning, little focus has been\ngiven to individual performance in standard tasks measuring\nthis capability. As a result, little is known regarding what\nknowledge participants gain during such tasks. In the current\nwork, an individual- and item-based analysis is performed of\neye movements that occur during a spatial sequence learning\ntask and reflect anticipation of upcoming target locations. We\nshow that the knowledge participants acquire during the task\nis tightly linked to a-priori response biases they bring into the\nexperiment. Results suggest that a-priori biases may be a\nsizeable influence on performance in learning experiments,\nthat tends to be overlooked. Implications for designing and\nreading studies of sequence learning are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sequence learning; SRT; biases; prior knowledge;\nindividual differences" } ], "section": "Human Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8866617c", "frozenauthors": [ { "first_name": "Amir", "middle_name": "", "last_name": "Tal", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Eli", "middle_name": "", "last_name": "Vakil", "name_suffix": "", "institution": "Bar Ilan University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29364/galley/19225/download/" } ] }, { "pk": 29937, "title": "How Can We Access Children Basic Academic Skills? The Possibility of CorrectedAcademic Skills via an Alternative Approach", "subtitle": null, "abstract": "The skills of reading, writing, and calculating manually are fundamental parts of subject learning. However, information-communication technology is expected to serve as an alternative to these basic academic skills. We conducted a study of158 Japanese elementary students (2nd to 6th grade) comparing students basic academic skills to their corrected academicskills, as measured with accommodations. Students were asked to perform independent reading and reading with a lis-tening comprehension task (Experiment 1), a manual Kanji-writing word task (Japanese characters) and a multiple-choicetask to measure Kanji knowledge (Experiment 2), and a manual calculation task and one using a calculator (Experiment3). Comparing the scores on the tasks performed by themselves and with accommodation, we found that 5 to 13% of thestudents were supported in their basic academic skills by the accommodation. The cognitive processes involved in learningthe basic academic skills and the corrected one 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/69s9f5m6", "frozenauthors": [ { "first_name": "Maiko", "middle_name": "", "last_name": "Takahashi", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Rumi", "middle_name": "", "last_name": "Hirabayashi", "name_suffix": "", "institution": "University of Tokyo", "department": "" }, { "first_name": "Kenryu", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29937/galley/19791/download/" } ] }, { "pk": 30145, "title": "How children interface number words with perceptual magnitudes", "subtitle": null, "abstract": "How do children map symbolic number words to continuousand noisy perceptual magnitudes? We explore how 5- to 12-year-olds attach novel units to number, length, and area byexamining whether verbal estimation performance is primarilypredicted by access to number words, the precision ofchildren’s underlying perceptual systems, or a more generalprocess in structurally aligning number words with perceptualmagnitudes. We find that from age five onward, children canreadily form novel mappings between number words andperceptual magnitudes, including dimensions they have noexperience estimating in (e.g., length, area), and even whenfaced with completely novel units (e.g., mapping a collectionof three dots to “one” unit for number). Additionally,estimation performance was poorly predicted by the noise intheir underlying perceptual magnitudes and number wordaccess. Instead, we show that individual differences inchildren’s abilities to translate continuous perceptual signalsinto discrete categories underlie verbal estimationperformance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Number words" }, { "word": "estimation" }, { "word": "perceptual magnitudes" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57z0v3jw", "frozenauthors": [ { "first_name": "Denitza", "middle_name": "", "last_name": "Dramkin", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Darko", "middle_name": "", "last_name": "Odic", "name_suffix": "", "institution": "University of British Columbia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30145/galley/19999/download/" } ] }, { "pk": 29567, "title": "How children learn non-obvious conceptual information from caregivers innaturalistic settings", "subtitle": null, "abstract": "A long-standing question in cognitive development asks how young children learn non-obvious conceptual information(i.e., information that is not directly perceptible). For artifacts, this non-obvious information includes the categories itemsfall into (Rhodes, Gelman & Karuza, 2014), and their functions (Matan & Carey, 2001). We investigated how childrenlearn non-obvious information about novel artifacts from their caregivers during naturalistic interactions in a living his-tory museum. Forty caregiver-child dyads (Ages: R=4;22-8;0,Mage=5.98 years) visited two exhibits for 8 minutes each(i.e., a heritage store and house). Using a series of GEEs and correlational analyses, we found caregivers used differentpedagogical techniques to teach their children about different artifact properties. Namely, they used causal (rs=.49,p¡.001)and procedural information (rs=.60,p¡.001) to describe an artifacts function, but used questions (rs=.79,p¡.001) and com-parisons (rs=.64,p¡.001) to discuss an artifacts identity. These patterns are compatible with the broader literature on howchildren learn non-obvious information best (Gelman, 2009).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0n68113n", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Attisano", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Shaylene", "middle_name": "", "last_name": "Nancekivell", "name_suffix": "", "institution": "University of North Carolina at Greensboro", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29567/galley/19427/download/" } ] }, { "pk": 29497, "title": "How do disparities reproduce themselves? “Ground truth” inference fromutility-maximizing agent’s sampling behavior", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition; disparities; theory of mind; com-putational modeling" } ], "section": "Agend-based Models", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52x2836j", "frozenauthors": [ { "first_name": "Yuan", "middle_name": "", "last_name": "Meng", "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": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29497/galley/19357/download/" } ] }, { "pk": 29415, "title": "How do Emotions Change during Learning with an Intelligent Tutoring System?Metacognitive Monitoring and Performance with MetaTutor", "subtitle": null, "abstract": "Emotional experiences have a significant impact on learningabout complex topics. Yet, challenges exist becauseemotions are typically operationalized as end products,excluding if, how, and when emotions change duringlearning and their relation to metacognition and performancewith advanced learning technologies such as intelligenttutoring systems (ITSs). In this paper, we addressed thesechallenges by capturing and analyzing 117 college students’concurrent and self-reported emotions at 3 time points duringlearning with MetaTutor, an ITS. Analyses revealed negativerelationships between increases in boredom, metacognitivemonitoring accuracy, and performance. We also foundthat if confusion persisted over time during learning, itwas detrimental to performance. These findings provideimplications for designing affect-sensitive ITSs which fosteremotion-regulation and metacognitive monitoring based onchanges in emotions during learning to optimize performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Emotions; Self-regulated learning; IntelligentTutoring Systems; Metacognition" } ], "section": "Emotions and Beliefs", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7r77q73n", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Cloude", "name_suffix": "", "institution": "University of Central Florida", "department": "" }, { "first_name": "Franz", "middle_name": "", "last_name": "Wortha", "name_suffix": "", "institution": "Universität Tübingen, Leibniz-Institut für Wissensmedien", "department": "" }, { "first_name": "Daryn", "middle_name": "", "last_name": "Dever", "name_suffix": "", "institution": "University of Central Florida", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Azevedo", "name_suffix": "", "institution": "University of Central Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29415/galley/19275/download/" } ] }, { "pk": 30176, "title": "How does over-specification affect referent identification?", "subtitle": null, "abstract": "Five eye-tracking experiments examined whether and under what circumstances over-specified adjectives hinder or facili-tate referent identification. We show that when the referring expressions and visual displays are presented simultaneously,the adjectives are processed incrementally, such that after a fully discriminating first adjective, the inclusion of a secondadjective will not facilitate early identification, even if the second adjective denotes a highly salient attribute and thereforeimproves fixations to the target. By contrast, when all the attributes have been heard before the display presentation, theattributes could be used in parallel to identify the referent. In such situations, a later-mentioned adjective speeds up iden-tification, as well as enhances looks to the target if it denotes a salient discriminating attribute (e.g., color); however, theinclusion of a less salient attribute (e.g., pattern) delays identification and tends to hamper fixations to the target.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers accepted as Posters, appearing in proceedings only (abstract-only publication)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9gw1s8g6", "frozenauthors": [ { "first_name": "Kumiko", "middle_name": "", "last_name": "Fukumura", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Maria", "middle_name": "Nella", "last_name": "Carminati", "name_suffix": "", "institution": "University of Stirling", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30176/galley/20030/download/" } ] }, { "pk": 30195, "title": "How does simulating aspects of primate infant visual development inform trainingof CNNs?", "subtitle": null, "abstract": "Primate visual development is characterized by low visual acuity and colour sensitivity besides high plasticity and synapticgrowth in the first year of infancy, prior to the development of specific visual-cognitive functions. In this work, weinvestigate the possible synergy between the gradual variation in visual input distribution and the concurrent growth of astatistical model of vision on the task of large-scale object classification. We adopt deep convolutional neural networks(CNNs) as a statistical model of vision and study its performance in 4 training setups each varying in either the modelbeing static or growing in parameters or the visual input being fully-formed or refining in saturation, contrast and spatialresolution. Our experiments indicate that a setup reflective of infant visual development, wherein a gradually growingmodel is trained on a refining visual input distribution, converges to a better generalization at a faster rate in comparisonto other setups.", "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/84r6702d", "frozenauthors": [ { "first_name": "Shantanu", "middle_name": "", "last_name": "Jaiswal", "name_suffix": "", "institution": "Agency for Science, Technology and Research, Singapore", "department": "" }, { "first_name": "Dongkyu", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "Agency for Science, Technology and Research, Singapore", "department": "" }, { "first_name": "Fernando", "middle_name": "", "last_name": "Basura", "name_suffix": "", "institution": "Agency for Science, Technology and Research, Singapore", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30195/galley/20049/download/" } ] }, { "pk": 29578, "title": "How Do Verbs Change Their Meaning? Evidence for Minimal Subtraction", "subtitle": null, "abstract": "Verb metaphor has received little attention compared to noun metaphor. But verbs may be more likely to take onmetaphoric meanings than are nouns. One indication of this is verb mutability verbs are more prone to adapt theirmeanings under semantic strain than nouns (Gentner & France, 1988; King & Gentner, 2019). We tested the minimalsubtraction hypothesis (Gentner & France, 1988), which proposes (1) domain-specific dimensions of a verbs meaning areadjusted before abstract relational structure, and (2) degree of adjustment increases with strain. In three experiments, wecollected paraphrases of simple sentences and using word2vec found progressively greater abstraction of verb (but notnoun) meaning with strain. For example, a typical paraphrase of The wagon limped was The cart creaked along; a typicalparaphrase of The fantasy limped was The imagination faltered, reflecting greater abstraction of limped. These findingssupport the minimal subtraction account of verb metaphoric extension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pc6f3dk", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "King", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29578/galley/19437/download/" } ] }, { "pk": 29751, "title": "“How Helpful is this Observation?”: Children’s Evaluations of Scientific Evidence", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3864b2vs", "frozenauthors": [ { "first_name": "Judith", "middle_name": "", "last_name": "Danovitch", "name_suffix": "", "institution": "University of Louisville", "department": "" }, { "first_name": "Candice", "middle_name": "", "last_name": "Mills", "name_suffix": "", "institution": "University of Texas at Dallas", "department": "" }, { "first_name": "Ravit", "middle_name": "Golan", "last_name": "Duncan", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Allison", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "University of Louisville", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Girouard", "name_suffix": "", "institution": "University of Louisville", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [] }, { "pk": 29916, "title": "How Hong Kong Preschoolers Perceive Chinese Characters: Are There AnyRelationships between the Effect of HP and Literacy Ability?", "subtitle": null, "abstract": "The present study examined the relationship between Holistic processing (HP), a well-established perceptual-expertisephenomenon for visual-object recognition, and Chinese literacy ability in Hong Kong preschoolers. The literacy abilityof participants was assessed by The Hong Kong Reading Ability Screening Test for Preschool Children (RAST-K); whileHP of Chinese characters was measured by adopting the complete composite paradigm from Hsiao & Cottrell (2009). Inline with the previous findings, preschoolers also showed HP in Chinese character perception, with a negative correlationbetween HP and writing ability when other measurements were controlled. This study provides a theoretical contributionon the study of Chinese writing difficulties among preschoolers. Educational implications will also be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3n92m5cx", "frozenauthors": [ { "first_name": "Karen", "middle_name": "", "last_name": "Wong", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Ronald", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Ricky", "middle_name": "Van-yip", "last_name": "Tso", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29916/galley/19770/download/" } ] }, { "pk": 29624, "title": "How many instances come to mind when making probability estimates?", "subtitle": null, "abstract": "Sampling-based models, which assume that people remember or simulate instances of events and count outcome propor-tions to make probability judgments, account for many apparent biases in human judgment. The success of such modelsis generally dependent on sample size, as particularly large or particularly small samples are often required for a modelto reproduce effects observed in data. Thus, systematically exploring the actual number of instances that people tend tosample is an important criterion in evaluating model credibility. Here we propose a method of estimating sample size byway of inter-judgment variance. We show through model recovery that this method will reliably recover the correct samplesize and subsequently apply the method to two well-supported models of human probability judgment, Probability TheoryPlus Noise and the Bayesian Sampler. Results indicate, in both cases, that human probability judgments are based on arelatively plausible (¡ 10) number of sampled instances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4t21f70q", "frozenauthors": [ { "first_name": "Joakim", "middle_name": "", "last_name": "Sundh", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Jian-Qiao", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Sanborn", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29624/galley/19482/download/" } ] }, { "pk": 29917, "title": "How many observations is one generic worth?", "subtitle": null, "abstract": "Generic language (e.g., “Birds fly”) conveys generalizationsabout categories and is essential for learning beyond our directexperience. The meaning of generic language is notoriouslyhard to specify, however (e.g., penguins don’t fly). Tessler andGoodman (2019b) proposed a model for generics that is math-ematically equivalent to Bayesian belief-updating based on asingle pedagogical example, suggesting a deep connection be-tween learning from experience and learning from language.Relatedly, Csibra and Shamsudheen (2015) argue that genericsare inherently pedagogical, understood by infants as referringto a member of a kind. In two experiments with adults, wequantify the exchange-rate between generics and observationsby relating their belief-updating capacity, varying both thenumber of observations and whether they are presented ped-agogically or incidentally. We find generics convey strongergeneralizations than single pedagogical observations (Expt. 1),even when the property is explicitly demarcated (Expt. 2). Wesuggest revisions to the vague quantifier model of generics thatwould allow it to accommodate this intriguing exchange-rate.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "generic language; Bayesian learning; belief updat-ing; pedagogical sampling; observational learning" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8k36p1kx", "frozenauthors": [ { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Sophie", "middle_name": "", "last_name": "Bridgers", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29917/galley/19771/download/" } ] }, { "pk": 29499, "title": "How much to copy from others?The role of partial copying in social learning", "subtitle": null, "abstract": "One of the major ways that people engage in adaptive problemsolving is by copying the solutions of others. Most of the workon this field has focused on three questions: when to copy, whoto copy from, and what to copy. However, how much to copyhas been relatively less explored. In the current research, weare interested in the consequences for a group when its mem-bers engage in social learning strategies with different tenden-cies to copy entire or partial solutions and different complex-ities of search problems. We also consider different networktopologies that affect the solutions visible to each member.Using a computational model of collective problem solving,we demonstrate that strategies where social learning involvespartial copying outperform strategies where individuals copyentire solutions. We analyze the exploration/exploitation dy-namics of these social learning strategies under the differentconditions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social learning; individual learning; copying; ex-plore/exploit; imitation; network topology" } ], "section": "Social Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1jd2q51b", "frozenauthors": [ { "first_name": "Chelsea", "middle_name": "M.", "last_name": "Campbell", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Eduardo", "middle_name": "J.", "last_name": "Izquierdo", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29499/galley/19359/download/" } ] }, { "pk": 29792, "title": "How nouns surface as verbs: Inference and generation in word class conversion", "subtitle": null, "abstract": "Word class conversion refers to the extended use of a wordfrom one grammatical class to another without overt morpho-logical marking. Noun-to-verb conversion, or denominaliza-tion, is one form of word class conversion studied extensivelyin the literature. Previous work has suggested that novel de-nominal verb usages are comprehensible if the listener cancompute the intended meaning based on shared knowledgewith the speaker. However, no existing work has explored thecomputational mechanism under this proposal. We proposea frame-semantic generative model, Noun2Verb, that supportsthe inference and generation of novel denominal verb usagesvia semi-supervised learning. We evaluate this framework ina dataset of denominal verbs drawn from adults and childrenagainst a state-of-the-art model from natural language process-ing. Our results show that Noun2Verb aligns better with humaninterpretation and bridges the gap between machines and hu-mans in lexical innovation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word class conversion; denominal verb; frame se-mantics; lexical innovation; generative model" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49q8k0s7", "frozenauthors": [ { "first_name": "Lei", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "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": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29792/galley/19646/download/" } ] }, { "pk": 29626, "title": "How People Examine Self/Others Learning History", "subtitle": null, "abstract": "We investigated how people examined the self or anothers learning history using a complex dynamic control task. Thirty-eight undergraduates were assigned to self or self-as-instructed-other conditions. Participants were asked to performthe task twice and describe their thinking as they examined the learning history provided in the second session. Theparticipants in the self condition were provided with their own learning history, whereas those in the self-as-instructed-other condition were presented with their learning history as if it were anothers. We compared their performance on thecontrol and structure tests between conditions. The results showed that performance on the control test improved oversessions regardless of the condition. The results also showed that the participants in the self-as-instructed-other conditionengaged in evaluation or guessing more often than those in the self condition, suggesting that there are differences in howpeople examine a persons learning history depending on its source.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82t3b1hq", "frozenauthors": [ { "first_name": "Jun", "middle_name": "", "last_name": "Ishihara", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Sachiko", "middle_name": "", "last_name": "Kiyokawa", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29626/galley/19484/download/" } ] }, { "pk": 29433, "title": "How Reliable is the Give-a-Number task?", "subtitle": null, "abstract": "The Give-a-Number task has become a gold standard ofchildren’s number word comprehension and has beenincreasingly used to organize debate in developmentalpsychology. In this task, the experimenter asks children togive specific numbers of objects (e.g., 1 to 6), and based ontheir pattern of responses, children are classified into stagesthat can be readily related to other developmental milestones.The increasing popularity of Give-a-Number raises thequestion of how reliable it is, since the size of a correlationbetween two different tasks cannot reliably exceed the test-retest reliability of either measure taken individually. InExperiment 1, 2- to 4-year-old children were tested twice in asingle session with Wynn’s (1992) version of the Give-a-Number task, which features a titrated design. In Experiment2, we tested a second group of children with an alternativeversion that uses a larger number of trials in a non-titrateddesign. We found that in both cases the task was highlyreliable in differentiating children who could accurately countfrom those who could not, but that reliability differed forspecific numbers, and was more reliable for very smallnumbers (i.e., “one” and “two”) than for slightly larger ones(i.e., “three” and “four”). We discuss practical implications ofthese results for researchers studying numeracy and discussfurther directions to assess the validity of the task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Give-Number task; concordance; numberacquisition" } ], "section": "Numerosity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wd4d9xn", "frozenauthors": [ { "first_name": "Elisabeth", "middle_name": "", "last_name": "Marchand", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29433/galley/19293/download/" } ] }, { "pk": 30119, "title": "How speakers avoid gender ambiguous pronouns: A cross-linguistic study", "subtitle": null, "abstract": "We examined how speakers avoid gender ambiguous pronouns, exploiting cross-linguistic variations in French, Italian,and English. The gender congruence between two human referents led to fewer pronouns (more nouns) in both Frenchand English, whereas the grammatical gender congruence between two inanimate referents had no effect on the use ofpronouns in English, where grammatical gender is absent, as well as French, where grammatical gender is present. InItalian, gender congruence did not affect the use of null pronouns in all conditions, which are ambiguous regardless. Theresults are compatible with the non-linguistic competition account: Speakers avoid gender ambiguous pronouns only whenthe gender congruence increases their non-linguistic similarity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/720296ms", "frozenauthors": [ { "first_name": "Kumiko", "middle_name": "", "last_name": "Fukumura", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Sandra", "middle_name": "", "last_name": "Villata", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Celine", "middle_name": "", "last_name": "Pozniak", "name_suffix": "", "institution": "Universit Paris 7", "department": "" }, { "first_name": "Francesca", "middle_name": "", "last_name": "Foppolo", "name_suffix": "", "institution": "University of Milano Biccoca", "department": "" }, { "first_name": "F.-Xavier", "middle_name": "", "last_name": "Alario", "name_suffix": "", "institution": "Aix-Marseille Universite", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30119/galley/19973/download/" } ] }, { "pk": 29342, "title": "How stories shape us, and how we shape stories", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "fiction; narrative; discourse; text; perspective-taking; development; evolution." } ], "section": "Workshop", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hj2g7vx", "frozenauthors": [ { "first_name": "Angela", "middle_name": "", "last_name": "Nyhout", "name_suffix": "", "institution": "University of Kent , University of Toronto", "department": "" }, { "first_name": "Vaunam", "middle_name": "", "last_name": "Venkadasalam", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Keith", "middle_name": "", "last_name": "Oatley", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Raymond", "middle_name": "", "last_name": "Mar", "name_suffix": "", "institution": "York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29342/galley/19203/download/" } ] }, { "pk": 29409, "title": "How to Help Best: Infants’ Changing Understanding of Multistep Actions Informstheir Evaluations of Helping", "subtitle": null, "abstract": "Research beginning with Piaget reveals a change in infants’understanding of multistep, means-end action sequences:Whereas 12-month-old infants reason that (e.g.) one opens abox to access its contents, younger infants are more likely toreason that one’s goal is simply to open the box. Here weexplore the implications of this developmental change ininfants’ action understanding for infants’ social evaluations.Using a puppet show paradigm, we examined infants’evaluations of two agents who helped another agent to achieveeither the end or the means of a means-end sequence, bothbefore and after 12 months of age. In a subsequent preferencetest, 15-month-old infants reached for an End-Helper over aMeans-Helper, whereas 8-month-old infants did the reverse.These findings link infants’ evaluation of helpers to theirrepresentations of action plans, consistent with recentcomputational models of naïve psychology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Infant development; social cognition; action understanding" } ], "section": "Events, Actions, and Sequencing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86k315nv", "frozenauthors": [ { "first_name": "Brandon", "middle_name": "M.", "last_name": "Woo", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Spelke", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29409/galley/19269/download/" } ] }, { "pk": 29715, "title": "How to navigate everyday distractions: Leveraging optimal feedback to trainattention control", "subtitle": null, "abstract": "To stay focused on their chosen tasks, people have to inhibit distractions. The underlying attention control skills canimprove through reinforcement learning, which can be accelerated by giving feedback. We applied the theory of metacog-nitive reinforcement learning to develop a training app that gives people optimal feedback on their attention control whilethey are working or studying. In an eight-day field experiment with 99 participants, we investigated the effect of this train-ing on peoples productivity, sustained attention, and self-control. Compared to a control condition without feedback, wefound that participants receiving optimal feedback learned to focus increasingly better (f = .08, p ¡ .01) and achieved higherproductivity scores (f = .19, p ¡ .01) during the training. In addition, they evaluated their productivity more accurately (r =.12, p ¡.01). However, due to asymmetric attrition problems, these findings need to be taken with a grain of salt.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11c0n0vx", "frozenauthors": [ { "first_name": "Maria", "middle_name": "", "last_name": "Wirzberger", "name_suffix": "", "institution": "University of Stuttgart", "department": "" }, { "first_name": "Anastasia", "middle_name": "", "last_name": "Lado", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Lisa", "middle_name": "", "last_name": "Eckerstorfer", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Ivan", "middle_name": "", "last_name": "Oreshnikov", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Jean-Claude", "middle_name": "", "last_name": "Passy", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Adrian", "middle_name": "", "last_name": "Stock", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Amitai", "middle_name": "", "last_name": "Shenhav", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Falk", "middle_name": "", "last_name": "Lieder", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29715/galley/19572/download/" } ] }, { "pk": 29858, "title": "Human-Generated Explanations of Inferences in Bayesian Networks: A CaseStudy", "subtitle": null, "abstract": "As AI systems come to permeate human society, there is an increasing need for such systems to explain their actions,conclusions, or decisions. This is presently fuelling a surge in interest in machine-generated explanation. However,there are not only technical challenges to be met here; there is also considerable uncertainty about what suitable targetexplanations should look like. In this paper, we describe a case study which makes a start at bridging between machinereasoning, and the philosophical and psychological literatures on what counts as good reasoning by eliciting explanationsfrom human experts. The work illustrates how concrete cases rapidly move discussion beyond abstract considerationsof explanatory virtues toward specific targets more suitable for emulation by machines. On the one hand, it highlightsthe limitations of present algorithms for generating explanations from Bayesian networks. At the same time, however, itprovides concrete direction for future algorithm construction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10g399jg", "frozenauthors": [ { "first_name": "Marko", "middle_name": "", "last_name": "Tesic", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29858/galley/19712/download/" } ] }, { "pk": 29838, "title": "Human-like Learning Framework forFrequency-Skewed Multi-level Classification", "subtitle": null, "abstract": "Contemporary deep neural network based classification sys-tems are typically designed to learn information at a singlelevel of granularity from datasets in which all items occur withequal frequency. Humans, on the other hand, acquire informa-tion at several different levels of granularity from experiencesthat contain some items more frequently than others. This al-lows us to learn and differentiate frequent items better fromother items. We investigate the consequence of learning froma natural frequency/multi-level dataset in a deep neural net-work designed to model the human neocortex, complementedin some simulations with a replay buffer, playing the role ofthe human hippocampus. The NC network, when trained onits own, is able to learn more frequent items relatively quicklyand differentiate them better from other items, as human learn-ers do. However, the network’s performance on infrequentand unseen examples pays a price in generalization perfor-mance compared to a standard training regime. The replaybuffer serves to ameliorate these deficiencies, and we intro-duce a computationally and psychologically motivated replayweighting scheme that performs better than two alternatives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Multi-level classification; frequency effects; com-plementary learning systems" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08m4h3v6", "frozenauthors": [ { "first_name": "Amarjot", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "James", "middle_name": "L.", "last_name": "McClelland", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29838/galley/19692/download/" } ] }, { "pk": 29870, "title": "Humans measure algorithmic complexity to guide engagement with eventsequences", "subtitle": null, "abstract": "The criteria for guiding endogenous attention are largely unknown. A prominent view is that humans preferentiallyengage with information of intermediate complexity, and minimize engagement with too simple or too complex events.Here, we operationalize the notions of engagement and complexity to test this hypothesis. We asked participants toengage with differentially complex sequences of symbols shown one-by-one and disengage when they 1) could predictthe next element of the sequence, or 2) felt the sequence was unpredictable. We define sequence complexity as a functionof the probability of obtaining that sequence from a particular Hidden Markov Model. This extends previous measuresof complexity to respect sequential structure and closely relates to the algorithmic complexity of sequence-generatingprograms. We construct different measures using this operationalization of sequence complexity to predict the probabilityof disengagement at each event. We assess under which definitions intermediate complexity is preferred.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75w8t3zg", "frozenauthors": [ { "first_name": "Gal", "middle_name": "", "last_name": "Raz", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Setayesh", "middle_name": "", "last_name": "Radkani", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29870/galley/19724/download/" } ] }, { "pk": 29712, "title": "Identifying Individual Differences in Sensemaking and Information Foraging", "subtitle": null, "abstract": "Prior research has distinguished between acquiring new/related knowledge (information foraging) and restructuring col-lected data (sensemaking), demonstrating that both substantially contribute to the comprehension of unknown information.These behaviors are critical cognitive abilities that can lead to scientific success and to innovation. Yet, little is knownabout whether there are individual differences in these behaviors. We provide a paradigm to study how these cognitiveabilities are utilized as participants attempt to understand the causal structure of a fictitious islands ecosystem (e.g., Whatis making the animals sick?). Some causal structures are directly posed by the environment, and can be discovered by in-formation foraging, whereas others can only be derived by sensemaking by merging or splitting the causes and/or effectsof already acquired information. We expect to see individual differences in information foraging and in sensemaking asreflected by the type of structures reported and time spent collecting or assessing the data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k58q2qb", "frozenauthors": [ { "first_name": "Kara", "middle_name": "", "last_name": "Kedrick", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Sashank", "middle_name": "", "last_name": "Varma", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Schrater", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29712/galley/19569/download/" } ] }, { "pk": 29960, "title": "Identifying the Bounds of Peripersonal Space with Phase Transition Methods", "subtitle": null, "abstract": "The shape of the transition in multisensory integration between the (defensive) peripersonal space (DPPS) and the extrap-ersonal space (EPS) has recently been debated. Contributing to this discussion, we approached the DPPS-EPS transitionfrom a dynamic systems perspective. Specifically, the dynamic complexity of visuotactile reaction times to moving stimuliwas employed to evaluate the presence of phase transitions. Reecting well-established ndings on the DPPS-EPS transi-tion, we hypothesized that a phase transition would be identied for looming stimuli, but not for receding stimuli, andthat the phase transition for looming threatening stimuli would be located further away from the body than for loomingnon-threatening stimuli. Contrary to these hypotheses, we found that phase transitions for receding stimuli were moreprominent and located further away from the body than phase transitions for looming stimuli. Nonetheless, we considerthe identification of phase transitions to be a promising approach for future studies of multisensory integration.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6nd208c4", "frozenauthors": [ { "first_name": "Milou", "middle_name": "", "last_name": "Huijsmans", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Travis", "middle_name": "", "last_name": "Wiltshire", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29960/galley/19814/download/" } ] }, { "pk": 29451, "title": "Identifying the neural dynamics of category decisions with computational model-based fMRI", "subtitle": null, "abstract": "Successful categorization requires a careful coordination ofattention, representation, and decision making. Comprehensivetheories that span levels of analysis are key to understandingthe computational and neural dynamics of categorization. Here,we build on recent work linking neural representations ofcategory learning to computational models to investigate howcategory decision making is driven by neural signals across thebrain. We combine functional magnetic resonance imagingwith hierarchical drift diffusion modelling to show that trial-by-trial fluctuations in neural activation from regions ofoccipital, cingulate, and lateral prefrontal cortices are linked tocategory decisions. Notably, lateral prefrontal cortex activationwas also associated with exemplar-based model predictions oftrial-by-trial category evidence. We propose that these brainregions underlie distinct functions that contribute to successfulcategory learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning" }, { "word": "fMRI" }, { "word": "computationalmodelling" }, { "word": "EBRW" }, { "word": "drift diffusion model" } ], "section": "Categorization", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19z606nj", "frozenauthors": [ { "first_name": "Juliana", "middle_name": "", "last_name": "Adema", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Heffernan", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Michael", "middle_name": "L.", "last_name": "Mack", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29451/galley/19311/download/" } ] }, { "pk": 29540, "title": "I don’t know if you did it, but I know why: A ‘motive’ preference at multiple stagesof the legal-investigative process", "subtitle": null, "abstract": "What makes an explanation satisfying? Much work hasinvestigated explanatory preferences for things like animalsand artifacts, but how do explanation preferences manifest ineveryday life? Here, we focus on the criminal justice system asa case study. In this domain, outcomes critically depend on howmembers of the system (e.g., lawyers, jurors) generate andinterpret explanations. We investigate lay preferences for twodifferent classes of explanations: those that appeal to‘mechanistic’ aspects of a crime (i.e., how the culpritcommitted the crime) vs. ‘teleological’ aspects of that crime(i.e., the purpose of the crime). In two experiments, wedemonstrate that people have a systematic preference for'motive' accounts of crimes (analogous to a teleologypreference) at different stages of the investigative process. Wediscuss these findings in light of a broad literature on thecognitive basis of explanation preferences. We also discussimplications for the criminal justice system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Explanations; information-seeking; sense-making;legal decision-making; teleology; mechanism" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5119w6nd", "frozenauthors": [ { "first_name": "Alice", "middle_name": "", "last_name": "Liefgreen", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Sami", "middle_name": "R.", "last_name": "Yousif", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Frank", "middle_name": "C.", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "David", "middle_name": "A.", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29540/galley/19400/download/" } ] }, { "pk": 29412, "title": "Illusory causal connections and their effect on subjective probability", "subtitle": null, "abstract": "Our world is filled with statistical information: from dice rolls to\nlotteries, we often act based on our impressions of probability. Yet\nthe human mind is not wired to reason about truly probabilistic\nevents, often imposing structure on data or events where no such\nstructure exists (as in ‘illusory correlations’). Here, we consider a\ncase study in intuitive statistics: disjunctive events. For example,\nparticipants are asked to imagine a button that, when pressed, has a\n1 in 100 chance of yielding a prize. They are told to imagine\npressing that button 100 times. Across several paradigms, we show\nthat people overestimate the probability of this disjunctive event —\nin stark contrast to classic demonstrations where people\nunderestimate such probabilities (e.g., when iteratively selecting\nmarbles from jars with replacement). These results reflect a\ntendency to view events as causally connected in illusory ways;\nimplications for other domains of reasoning are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intuitive statistics" }, { "word": "disjunctive events; probability;\nreasoning; decision-making; reservoir fallacy" } ], "section": "Events, Actions, and Sequencing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6h0075tn", "frozenauthors": [ { "first_name": "Sami", "middle_name": "R.", "last_name": "Yousif", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Frank", "middle_name": "C.", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29412/galley/19272/download/" } ] }, { "pk": 29640, "title": "Imitation inhibition training enhances perspective taking in preschoolers", "subtitle": null, "abstract": "Adults (Keysar et al, 2000) and children (Epley et al, 2004) sometimes commit egocentric errors when interpreting otherscommunication, if the self-perspective differs from the speakers perspective. Training imitation inhibition reduces egocen-tric error in adults (Santiesteban et al., 2011), presumably because it makes salient the distinction between self and other.As managing the self-other perspective difference may undergo developmental changes during preschool years (South-gate, in press), we tested whether a social imitation inhibition training may reduce egocentric mistakes in 3-6-year-oldchildren. Results with n=47 (of n=50 preregistered) children show that the imitation inhibition group selected the object towhich the speaker referred more often than children in a control condition (F(1,35)=5.346, p=.026). However, there wasan interaction with age (F(2,35)=3.805, p=.032): only 4-year-olds, but neither 3- nor 6-year-olds, were more accurate inthe inhibition group. Childrens reaction times and hesitation will be analyzed on the final sample.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rf569cn", "frozenauthors": [ { "first_name": "Dora", "middle_name": "", "last_name": "Kampis", "name_suffix": "", "institution": "University of Copenhagen", "department": "" }, { "first_name": "Helle", "middle_name": "", "last_name": "Duplessy", "name_suffix": "", "institution": "University of Copenhagen", "department": "" }, { "first_name": "Victoria", "middle_name": "", "last_name": "Southgate", "name_suffix": "", "institution": "University of Copenhagen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29640/galley/19498/download/" } ] }, { "pk": 29822, "title": "Immediate action-effects facilitate response speed via stimulus-responseassociation", "subtitle": null, "abstract": "Eitam et al. (2013) reported that immediate feedback to response could motivate the same response in the followingtrials. They suggested action-effects could have a value as information on control over the environment, resulting inthe response facilitation. However, the underlying mechanism of such faciliatory effects, what particular processes action-effects reinforce, remains unclear. Therefore, we investigated whether the response facilitation depends on actions, stimuli,or stimulus-response relationship. Participants were required to select adequate responses in accordance with the stimulias response cue. The action-effects depended on the combination of stimuli and responses; immediate and lagged effectscould be predicted by the stimulus, but shared the same response button. Results showed that the response was executedfaster when driven by stimuli associated with immediate effects than those associated with lagged effects. This indicatesthat immediate action-effects might facilitate response via stimuli-response association, but not via independent processesof actions or stimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/42m4h47x", "frozenauthors": [ { "first_name": "Takumi", "middle_name": "", "last_name": "Tanaka", "name_suffix": "", "institution": "Kyushu University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29822/galley/19676/download/" } ] }, { "pk": 29584, "title": "Impact of effort exertion on cognitive flexibility and stability", "subtitle": null, "abstract": "Impact of effort exertion on cognitive flexibility and stabilityAnna Mini Jos, Myles LoParco, A. Ross Otto*Department of Psychology, McGill University, Montral, CanadaEfficient task execution requires attention to task requirements while inhibiting distractors (cognitive stability) and adapt-ing to changes (flexibility). Previous studies have shown that individuals differ in their application of stable versus flexibleprocessing modes. Our study examined the impact of prior effort exertion on flexibility/stability trade-off.Participants performed a stability-flexibility paradigm, with pupil recording, before and after effort and no-effort manipula-tions were induced using different tasks. We analyzed the resulting change in preferences for stability/flexibility (voluntaryswitch rate).We found that the no-effort condition evoked a higher voluntary switch rate than baseline or after effort exertion. Partici-pants in the effort condition also showed higher response times and lower accuracy across trials. Pupil data shows that aftereffort exertion participants exert less effort in spontaneous switches and repeats. Additionally, the relationship betweenswitch cost (on forced-switch trials) and spontaneous switching rate increased after effort exertion. These results suggestthat stability/flexibility preferences can vary with prior effort exertion.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37f2p9sq", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Jos", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Myles", "middle_name": "", "last_name": "LoParco", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "A.", "middle_name": "Ross", "last_name": "Otto", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29584/galley/19443/download/" } ] }, { "pk": 30006, "title": "Impact of sleep deprivation on EEG markers of emotion regulation in young adults", "subtitle": null, "abstract": "Sleep deprivation (SD) has negative effects on emotional regulation, but few studies have evaluated electroencephalo-graphic (EEG) indices and none of these have used a within-subject design. Twenty-nine participants (17 female) com-pleted a repeated-measures study protocol involving a night of normal sleep (NS) and a night of SD, followed by resting-state EEG during the following morning. Established EEG indices of emotion regulation, frontal alpha asymmetry (FAS)and slow wave/fast wave (SW/FW) ratio in frontal sites (F3, F4, Fz), were investigated. Our results did not reveal SD ef-fects in FAS (t28= -.960, p = .345) or in SW/FW ratio (t28= 0.737, p = 0.467). Although other studies have demonstratedemotional dysregulation after SD, two well-studied EEG markers of emotional dysregulation did not reflect altered emo-tional states after SD in the current within-subject study. Future studies combining EEG and other indices of emotionalregulation may help elucidate these results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7f33r630", "frozenauthors": [ { "first_name": "Cheng", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Esther", "middle_name": "Yuet Ying", "last_name": "Lau", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Jinxiao", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Yeuk", "middle_name": "Ching", "last_name": "Lam", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Jihui", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "The Chinese University of Hong Kong", "department": "" }, { "first_name": "Lydia", "middle_name": "Ting Sum", "last_name": "Yee", "name_suffix": "", "institution": "The Education University of Hong Kong", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Rusak", "name_suffix": "", "institution": "Dalhousie University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30006/galley/19860/download/" } ] }, { "pk": 29620, "title": "Implicit learning of purely non-linguistic sequences: the role of Brocas area", "subtitle": null, "abstract": "The relevance of Broca’s area to both language and non-linguistic sequence processing is well established. However, manyof the previous fMRI studies on artificial grammar learning use letter sequences as their non-linguistic stimuli. Since theletters are linguistic in nature, these may inadvertently activate language circuits independent of the artificial grammar. Inaddition, participants have been explicitly told before testing that they needed to classify sentences as either grammaticalor ungrammatical. Thus, it is possible that part or all of the activation of Broca’s reported in these studies is an artifact ofthese manipulations. In our current study, we used sequences of human faces instead of letters, and tested participants insuch a way that they were never aware they were even being tested. Nevertheless, most participants still showed evidenceof learning the non-linguistic artificial grammar, and their Broca’s area was also differentially active for ’grammatical’ vs.’ungrammatical’ sequences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kd9707f", "frozenauthors": [ { "first_name": "Chung-Lin", "middle_name": "Martin", "last_name": "Yang", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "P.", "middle_name": "Thomas", "last_name": "Schoenemann", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Lana", "middle_name": "", "last_name": "Ruck", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Shelby", "middle_name": "", "last_name": "Putt", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Weed", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29620/galley/19478/download/" } ] }, { "pk": 29581, "title": "Implicit questions shape information preferences", "subtitle": null, "abstract": "We ask questions about everything from why clocks tick towhy the sky is blue. Although people sometimes preferteleological explanations over mechanistic explanations inresponse to ‘why’ questions, why questions are ambiguous–referring either to a ‘how’ question or a ‘for what purpose’question. In this paper, we examine the relation between theseimplicit questions and explanation preferences. First, we askedwhether people have specific expectations regarding ‘why’questions: How do they interpret these ambiguous cases anddoes this vary across domains? Indeed, people have strong,domain-specific expectations that mirror well-documentedexplanation preferences. People also have preferences aboutwhich specific question they would prefer to have answered. Inother words, ‘why’ questions are ambiguous but not treated assuch — and this has consequences for downstream explanationpreferences. We explore these consequences in light of both thephilosophical and psychological literature on explanation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "why questions; explanation; teleology; mechanism" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5bf9w1q5", "frozenauthors": [ { "first_name": "Sehrang", "middle_name": "", "last_name": "Joo", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Sami", "middle_name": "R.", "last_name": "Yousif", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Frank", "middle_name": "C.", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29581/galley/19440/download/" } ] }, { "pk": 29898, "title": "Implicit Structure in Sensory Metaphors of Personality", "subtitle": null, "abstract": "Across many cultures, similar sensory metaphors are used for similar kinds of personality traits, including words likesweet and bitter, straight and crooked, warm and cold (Asch, 1958). Although such metaphors seem to make sense,our post hoc intuitions may be tainted by confirmation bias. We measured the strength of alignments between each ofa set of nine sensory pairs (e.g., warm/cold) pictured literally, and a set of eight pairs of literal personality concepts(e.g., friendly/aloof) using dual categorization tasks (IATs), and then extracted principal components from these patternsof alignment between sensory and personality concepts across 72 different pairings. The resulting 2D metaphor spaceseemed to reflect something akin to the stereotype content model (Fiske et al., 2002), with axes representing both warmth(PC1: warm/soft) and competence (PC2: bright/high). When we repeated the experiment, with new images and labels,essentially the same structure captured these nine sensory metaphor pairs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84m3p4sj", "frozenauthors": [ { "first_name": "Frank", "middle_name": "", "last_name": "Durgin", "name_suffix": "", "institution": "Swarthmore college", "department": "" }, { "first_name": "Kiera", "middle_name": "", "last_name": "Parece", "name_suffix": "", "institution": "Swarthmore college", "department": "" }, { "first_name": "Shelby", "middle_name": "", "last_name": "Billups", "name_suffix": "", "institution": "Swarthmore college", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Thibodeau", "name_suffix": "", "institution": "Swarthmore college", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29898/galley/19752/download/" } ] }, { "pk": 29509, "title": "Improving Cognitive Models for Syllogistic Reasoning", "subtitle": null, "abstract": "Multiple cognitive theories make conflicting explainations forhuman reasoning on syllogistic problems. The evaluation andcomparison of these theories can be performed by conceiv-ing them as predictive models. Model evaluation often em-ploys static sets of predictions rather than full implementationsof the theories. However, most theories predict different re-sponses depending on the state of their internal parameters.Disregarding the theories’ capabilities to adapt parameters todifferent reasoners leads to an incomplete picture of their pre-dictive power. This article provides parameterized algorithmicformalizations and implementations of some syllogistic theo-ries regarding the syllogistic single-response task. Evaluationsreveal a substantial improvement for most cognitive theoriesbeing made adaptive over their original static predictions. Thebest performing implementations are PHM, mReasoner andVerbal Models, which almost reach the MFA benchmark. Theresults show that there exist heuristic and model-based theo-ries which are able to capture a large portion of the patterns insyllogistic reasoning data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "syllogistic reasoning; cognitive modeling; modelevaluation" } ], "section": "Reasoning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15r7d1pn", "frozenauthors": [ { "first_name": "Jonas", "middle_name": "", "last_name": "Bischofberger", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29509/galley/19369/download/" } ] }, { "pk": 29533, "title": "Improving Multi-Agent Cooperation using Theory of Mind", "subtitle": null, "abstract": "Recent advances in Artificial Intelligence have produced agents that can beat human world champions at games like Go,Starcraft, and Dota2. However, most of these models do not seem to play in a human-like manner: People infer others’intentions from their behaviour, and use these inferences in scheming and strategizing. Here, using a Bayesian Theory ofMind (ToM) approach, we investigated how much an explicit representation of others’ intentions improves performancein a cooperative game. We compared the performance of humans playing with optimal-planning agents with and withoutToM, in a cooperative game where players have to flexibly cooperate to achieve joint goals. We find that teams with ToMagents significantly outperform non-ToM agents when collaborating with all types of partners: non-ToM, ToM, as well ashuman players, and that the benefit of ToM increases the more ToM agents there are. These findings have implications fordesigning better cooperative agents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5tj7v8zq", "frozenauthors": [ { "first_name": "Terence", "middle_name": "", "last_name": "Lim", "name_suffix": "", "institution": "National University of Singapore", "department": "" }, { "first_name": "Sidney", "middle_name": "", "last_name": "Tio", "name_suffix": "", "institution": "AI Singapore", "department": "" }, { "first_name": "Desmond", "middle_name": "", "last_name": "Ong", "name_suffix": "", "institution": "National University of Singapore", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29533/galley/19393/download/" } ] }, { "pk": 30062, "title": "Improving Predictive Accuracy of Models of Learning and Retention Through BayesianHierarchical Modeling: An Exploration with the Predictive Performance Equation", "subtitle": null, "abstract": "Human learning has been characterized by three robust effects (i.e.power law of learning, power law of decay, and spacing), whichhave been validated across multiple domains and time intervals. Toaccount for these different effects mathematical model of learningand retention have been developed. These models hold a great dealof potential for application a wide range of educational and trainingscenarios. However, many models are not validated according fortheir ability to make accurate predictions of human performance.The predictive demand of these models is made increasinglycomplex by the needs of training domain, needing both to predictboth skill decay and reacquisition from little historical data. In thispaper, we examine the predictive capability of the PredictivePerformance Equation (PPE) implemented in a Bayesianhierarchical model. Through a comparison of two Bayesianhierarchical models we show how hierarchical model fit to aparticipant’s performance across a set of items compared to only asingle item improves PPE’s predictive accuracy of both skill decayand reacquisition over multiple learning schedules", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Mathematical model" }, { "word": "Bayesian Hierarchical Model" }, { "word": "prediction" }, { "word": "skill acquisition" }, { "word": "skill decay" }, { "word": "Spacing effect" }, { "word": "Learningmanagement system" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/657435j2", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Collins", "name_suffix": "", "institution": "Wright-Patterson Air Force Base", "department": "" }, { "first_name": "Florian", "middle_name": "", "last_name": "Sense", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Krusmark", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Tiffany", "middle_name": "S.", "last_name": "Jastrzembski", "name_suffix": "", "institution": "Wright-Patterson Air Force Base", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30062/galley/19916/download/" } ] }, { "pk": 29417, "title": "Inconsistencies Among Beliefs as a Basis for Learning via Thought Experiments", "subtitle": null, "abstract": "Although many studies have shown that being exposed toempirical data that contradict one’s beliefs can lead to learning,it is not clear whether calling attention to inconsistenciesamong beliefs without the provision of new data, leads tolearning. The present study asked whether calling attention toinconsistent beliefs via thought experiments leads to beliefrevision. Five-hundred-seventy-five participants were assignedto three different conditions in a pre-training, training, post-training design. The results showed that participants generatedinconsistent beliefs between pre-training and training, but theydid not spontaneously revise them at post-training (BaselineCondition). They did revise them, however, when they wereasked to reason about the implications of the training thoughtexperiments (Warning Condition) and when they saw anexplicit inference drawn from the training thought experiments(Explicit Inference Condition). These results show that, withprompting, scientifically naïve adults can learn from thoughtexperiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "thought experiments; learning; belief revision;naïve physics" } ], "section": "Emotions and Beliefs", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0z0693qh", "frozenauthors": [ { "first_name": "Igor", "middle_name": "", "last_name": "Bascandziev", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29417/galley/19277/download/" } ] }, { "pk": 29893, "title": "Increasing Diversity of Contrast Examples Decreases Generalization from aProbabilistic Target Set", "subtitle": null, "abstract": "Four experiments explored the effect of diversity of contrasting evidence on inductive inferences drawn from a multi-item target. In Experiments 1 and 2, increasing the diversity of a contrast set led to lower generalization of a novelproperty that was probabilistically associated with the target. Further, this effect was not sensitive to weak vs. strongsampling assumptions (Experiment 3). Critically, when the property was universal (all target items shared the feature),increasing contrast diversity did not affect generalization to novel members of the target category (Experiment 4). Post-testquestioning suggested that people believed that the probabilistic property indicated subordinate categories in the target set(in fact, there werent). Such a change in the default-level representationin this case, from basic to subordinatealters theperceived size of the setswith subordinate, there are more items. Differences in default-level may explain these findings.We discuss implications for accounts of inferential reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03h2h9nx", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Bosch", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29893/galley/19747/download/" } ] }, { "pk": 29510, "title": "Incremental Hypothesis Revision in Causal Reasoning Across Development", "subtitle": null, "abstract": "We explore whether children’s strategies on a causal learningtask show a bias observed in adults towards “exploitative” hy-pothesis revision. Adults and children (ages 4–6) were pre-sented with evidence which initially seemed to conform to asimple, salient rule (e.g. blue blocks activate a machine), butthen encountered evidence that violated this rule. The truerule in the “near” condition was more complex, but could bereached through iterative revision of the salient rule, while inthe “distant” condition, the true rule was comparatively sim-ple, but incremental revision could not yield the true rule. Par-ticipants then predicted the behaviour of a set of new blocks.Adults performed better in the near condition, while in the dis-tant condition adults did not appear to revise their initial hy-pothesis significantly. Unlike adults, children’s overall perfor-mance in both conditions was similar, while condition differ-ences may reflect a broader search for alternative solutions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian inference" }, { "word": "belief revision" }, { "word": "causal learn-ing" }, { "word": "process model" } ], "section": "Reasoning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/78j348s3", "frozenauthors": [ { "first_name": "Rebekah", "middle_name": "", "last_name": "Gelpi", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Ben", "middle_name": "", "last_name": "Prystawski", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Christopher", "middle_name": "G.", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29510/galley/19370/download/" } ] }, { "pk": 29730, "title": "Individual adaptation in teamwork", "subtitle": null, "abstract": "Teamwork in Team Space Fortress, a real-time cooperative task, was studied by analyzing the performance of participantspaired with different partners. To defeat the fortress, a player taking the role of bait approaches within the fortress rangeof fire causing the fortress to lower its shield to fire, thereby becoming vulnerable to attack by a partner playing therole of shooter. A novel design exchanging partners within four person groups allowed the identification of adaptationsand isolation of individual contributions to team performance. Team performance was determined by factors at bothindividual and team levels. Using subjective similarity rankings collected on Amazon Mechanical Turk, we constructedhigh-dimensional embeddings of similarity between team trajectories. Results showed that team members who adaptedmost, led to improved team performance. In re-pairings of partners better individual performance did not necessarily leadto better team performance again supporting the need for adaptivity in human machine teaming.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3ts2f7dj", "frozenauthors": [ { "first_name": "Huao", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Dana", "middle_name": "", "last_name": "Hughes", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Lewis", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Katia", "middle_name": "", "last_name": "Sycara", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29730/galley/19587/download/" } ] }, { "pk": 29852, "title": "Individual differences in metacognitive ability of grandiose and vulnerablenarcissists", "subtitle": null, "abstract": "Understanding individual differences in metacognitive ability may provide novel insights into how we think about ourown thinking. Past research has revealed individual differences in the extent to which grandiose and vulnerable narcissistsare metacognitively miscalibrated with respect to cognitive ability (Littrell, Fugelsang, & Risko, 2019). Building off ofthis work, we present a study examining the relations between trait narcissism across different cognitive tasks (e.g., verbalability, memory) and measures of metacognitive ability (e.g., bias, relative accuracy). Results indicate that while grandioseand vulnerable narcissists did not differ with respect to performance on cognitive tasks, they did significantly differ in theirperformance on certain metacognitive metrics. These results contribute to both our understanding of narcissism, individualdifferences in metacognitive ability, and the relation between different measures of metacognitive ability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jh9m83d", "frozenauthors": [ { "first_name": "Shane", "middle_name": "", "last_name": "Littrell", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Fugelsang", "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": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29852/galley/19706/download/" } ] }, { "pk": 29963, "title": "Individual Working Memory Capacity Moderates the Power Effect on CognitiveTask Performance", "subtitle": null, "abstract": "The experience of power is known to help people pursue their goals more effectively. It has been argued that this is becausethe powerful are better at managing working memory processes during goal pursuit. However, past research has oftendisregarded individual differences in working memory capacity. We examined how manipulated power affects peoplescognitive task performance, depending on their working memory capacity. Results showed that high-power participantswith a relatively lower capacity performed significantly better than low-power participants, whereas individuals with ahigher capacity performed equally well in both high- and low-power conditions. Thus, individuals with a relatively highercapacity were less affected by the experience of low power than individuals with a lower capacity, who in turn profittedmore from the experience of high power. Overall, our findings imply that individuals working memory capacity is animportant factor to consider in the power effect on cognitive task performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6876b5cf", "frozenauthors": [ { "first_name": "Leila", "middle_name": "", "last_name": "Straub", "name_suffix": "", "institution": "ETH Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29963/galley/19817/download/" } ] }, { "pk": 29993, "title": "Inducing preference reversals by manipulating revealed preferences", "subtitle": null, "abstract": "It is currently difficult to test the validity of existing explana-tions for the emergence of context-dependent preference rever-sals. This is because these explanations are generally placed atthe level of the process of evidence accumulation, and acrossexperimental paradigms, this process is unobservable. In thispaper, we propose a new experimental paradigm for elicitingpreference reversals, wherein the process of evidence accumu-lation is significantly observable. Over a series of experiments,we successfully induce preference reversals for arbitrary stim-uli by showing participants sequences of stimuli comparisonswith pre-determined outcomes. Our findings partially supportthe view that context-sensitive assimilation of a history of ordi-nal comparisons is sufficient to explain classic context effects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "preference reversals; decisions from experience;preference formation" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6th3g9fs", "frozenauthors": [ { "first_name": "Harish", "middle_name": "", "last_name": "Balakrishnan", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" }, { "first_name": "Shobhit", "middle_name": "", "last_name": "Jagga", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" }, { "first_name": "Nisheeth", "middle_name": "", "last_name": "Srivastava", "name_suffix": "", "institution": "Indian Institute of Technology, Kanpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29993/galley/19847/download/" } ] }, { "pk": 30082, "title": "Infants infer different types of social relations from giving and taking actions", "subtitle": null, "abstract": "Anthropological observations suggest that specific sharingbehaviors may predictably covary with specific relationalcontexts, and thus can be used as relationally informativecues. Given their limited social experiences, cultural novices,such as infants, should be particularly likely to rely on thesecues to discover the relational makeup of their socialsurroundings on the basis of sparse observations. The presentstudy examines a particular hypothesis derived from thisproposal, namely that infants interpret giving as indicative ofsocial relations based on the principle of even balance. Bysystematically contrasting infants’ representation of giving tothat of superficially similar taking events, we showed that 12-month-olds, despite being equally likely to infer dyadicrelations from the observation of either transferring action(Exps. 1-4), infants encoded the direction of resource transferonly in the representation of giving (Exp. 5-6), and,conversely, transitively inferred novel relations only forsocial structures composed of taking relations (Exp. 7-8). Webelieve that the distinct inferences elicited by the observationof the two transferring actions reflects fundamentaldifferences in the models regulating the relations respectivelyinferred: one (for giving) based on a principle of evenbalance, which motivates the monitoring of changes inresource flow in the ongoing relation; the other (for taking),based on a principle of social equivalence, which gives rise totransitive social structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "infant social cognition; giving and taking;relational models; looking times" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fc5w6m2", "frozenauthors": [ { "first_name": "Denis", "middle_name": "", "last_name": "Tatone", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Gergely", "middle_name": "", "last_name": "Csibra", "name_suffix": "", "institution": "Central European University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30082/galley/19936/download/" } ] }, { "pk": 29984, "title": "Infants inferences about insides reveal parallel causal representations", "subtitle": null, "abstract": "Work on the origin of causal thought has always proposed that there is one ”original” causal representation, and overdevelopment this causal representation is applied to understanding different events. We propose that there are in factmultiple independent causal primitives, which must be integrated at some later point in development. In three experiments,we provide the first evidence that infants have multiple ways of representing cause and effect, that are fully dissociatedfrom each other in the first year of life. At 10 months, infants represent ”launching” events (Newtonian elastic collisions)as causal, in that they track which of two arbitrary objects is causing the other to move. They make inferences aboutwhether objects have an internal source of motion based on entraining events (in which A collides with B and remains incontact with it as they moves together). Critically, each representation lacks the signatures of the other.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fs250j8", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Kominsky", "name_suffix": "", "institution": "Rutgers University - Newark", "department": "" }, { "first_name": "Yiping", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Carey", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29984/galley/19838/download/" } ] }, { "pk": 29926, "title": "Infants Relax in Response to Unfamiliar Foreign Lullabies", "subtitle": null, "abstract": "Music is a human universal characterized by acoustical forms that are predictive of its behavioral functions. For example,listeners accurately distinguish between unfamiliar lullabies and other songs on the basis of their features alone. Thiscould be attributable to adults extensive musical experience, however. Here we show that infants (N = 144) relax inresponse to foreign lullabies, relative to matched foreign non-lullabies, as measured by heart rate, electrodermal activity,and pupillometry. These results were unrelated to age, suggesting the relaxation response is not a function of infantsrich musical experiences. Infants showed no visual preferences for the animated characters producing the songs, but theyattended more to the lullabies, blinking less during the singing. Moreover, the infants parents chose lullabies as the songsthat they themselves would use to calm their fussy infant. These findings raise the possibility that links between form andfunction in music are innately specified.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9xr471jn", "frozenauthors": [ { "first_name": "Constance", "middle_name": "", "last_name": "Bainbridge", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Julie", "middle_name": "", "last_name": "Youngers", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Mila", "middle_name": "", "last_name": "Bertolo", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "S.", "middle_name": "", "last_name": "Atwood", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Lidya", "middle_name": "", "last_name": "Yurdum", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Kelsie", "middle_name": "", "last_name": "Lopez", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Feng", "middle_name": "", "last_name": "Xing", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Alia", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "Victoria University of Wellington", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Mehr", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29926/galley/19780/download/" } ] }, { "pk": 29692, "title": "Infants use imitation but not comforting or social synchrony to evaluate those insocial interactions", "subtitle": null, "abstract": "In order to understand social relationships, humans must recognize cues of affiliation. When infants see interactionsbetween abstract, animated characters, they use imitation, helping, comforting, and exerted effort to predict who willapproach whom. Moreover, infants attend to and reach for characters who imitate other characters and those who helpothers. The present research builds on these findings and asks whether infants reach for human-animated puppets withdistinct and variable human voices who imitate, are imitated by, comfort, are comforted by, or move synchronously with aperson. At 12 months, infants reached more often for puppets who imitate a humans sound, and also for those who werenot targets of imitation. In contrast, infants did not reach more for puppets who comforted or synchronized their motionswith a human actor. By 12 months, therefore, infants show differentiated responses to different acts of social engagementby those whose social interactions they observe as third parties.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1dd1r4gb", "frozenauthors": [ { "first_name": "Ashley", "middle_name": "", "last_name": "Thomas", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Spelke", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29692/galley/19549/download/" } ] }, { "pk": 29809, "title": "Inferring physical cause from statistical anomalies", "subtitle": null, "abstract": "People have an intuitive sense of probability beginning early in life, where they appreciate that samples should reflectpopulations in their statistical properties (e.g., Denison & Xu, 2019). We examined whether adult participants in twoexperiments (N=132; N=141, respectively) can use this intuitive sense to infer unseen properties that might be affectingthe sampling process. In both experiments, adults saw boxes with different sized balls in varying proportions. They thensaw sampling events, in which small numbers of balls were shaken from a hidden exit on the top of the box, that wereeither probable or improbable, based on box proportions. In general, adults appropriately inferred constraints on the sizeof the hidden exit by integrating information from the sizes of the balls that were sampled and the overall distribution ofballs in the box. Ongoing work examines whether toddlers can make similar inferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1px151qq", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Attisano", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29809/galley/19663/download/" } ] }, { "pk": 29386, "title": "Influence of partner behaviour on overspecification", "subtitle": null, "abstract": "Speakers often overspecify by using colour adjectives redun-dantly in referential communication. We investigated whetherthis tendency to overspecify is influenced by a partner’s lin-guistic behaviour, and whether the effect is enhanced by lex-ical repetition and semantic relatedness. We used a director-matcher task in which speakers interacted with either a consis-tently overspecific or a consistently optimal partner. Our re-sults show that partner behaviour influences overspecification.An analysis over time indicates that speakers tended to over-specify at the outset, but reduced this behaviour over interac-tion with an optimal partner much more than with an overspe-cific partner. This may suggest that overspecification (at leastwith colour modifiers) is the “default” behaviour, with speak-ers adapting to optimality in a partner’s linguistic behaviour.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "overspecification; partner alignment; referentialcommunication; pragmatics" } ], "section": "Language and Groups", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pv876q5", "frozenauthors": [ { "first_name": "Jia", "middle_name": "E.", "last_name": "Loy", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29386/galley/19247/download/" } ] }, { "pk": 30171, "title": "Influence of Topic Knowledge on Curiosity", "subtitle": null, "abstract": "Given the vast nature of information available in the world,humans must select a small subset from which to learn in alifetime. Yet we know little about the factors that motivatelearners’ decisions to attend to select certain informationsources over others. We investigate the role of topicknowledge on curiosity in a new domain: novel news stories.We influenced listeners’ perception of their topic knowledgein these novel domains by independently varying the numberof sentences they heard and the number of sentences thatremained after a decision point. Listeners were most curiouswhen they reported intermediate levels of topic knowledge.As expected, learners were less likely to switch away fromcontent that they were curious about. This resultdemonstrates that topic knowledge directly impacts learners’curiosity and thus has downstream influences on their futureinterests and information-seeking behaviors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Curiosity; Information-seeking; PriorKnowledge; Learning." } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8137z3zw", "frozenauthors": [ { "first_name": "Shirlene", "middle_name": "", "last_name": "Wade", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Celeste", "middle_name": "", "last_name": "Kidd", "name_suffix": "", "institution": "University of California—Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30171/galley/20025/download/" } ] }, { "pk": 30105, "title": "Influences of both prior knowledge and recent historyon visual working memory", "subtitle": null, "abstract": "Existing knowledge shapes and distorts our memories, serv-ing as a prior for newly encoded information. Here, we in-vestigate the role of stable long-term priors (e.g. categoricalknowledge) in conjunction with priors arising from recentlyencountered information (e.g. ’serial dependence’) in visualworking memory for color. We use an iterated reproductionparadigm to allow a model-free assessment of the role of suchpriors. In Experiment 1, we find that participants’ reports re-liably converge to certain areas of color space, but that thisconvergence is largely distinct for different individuals, sug-gesting responses are biased by more than just shared categoryknowledge. In Experiment 2, we explicitly manipulate trialn-1 and find recent history plays a major role in participants’reports. Thus, we find that both global prior knowledge and re-cent trial information have biasing influences on visual work-ing memory, demonstrating an important role for both short-and long-term priors in actively maintained information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "working memory" }, { "word": "serial dependence" }, { "word": "prior knowl-edge" }, { "word": "iterated learning" }, { "word": "reconstructive memory" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3wk1b0qn", "frozenauthors": [ { "first_name": "Isabella", "middle_name": "", "last_name": "DeStefano", "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": "" }, { "first_name": "Timothy", "middle_name": "F.", "last_name": "Brady", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30105/galley/19959/download/" } ] }, { "pk": 29436, "title": "Informational goals, sentence structure, and comparison class inference", "subtitle": null, "abstract": "Understanding a gradable adjective (e.g., big) requires mak-ing reference to a comparison class, a set of objects or entitiesagainst which the referent is implicitly compared (e.g., big fora Great Dane), but how do listeners decide upon a compari-son class? Simple models of semantic composition stipulatethat the adjective combines with a noun, which necessarily be-comes the comparison class (e.g., “That Great Dane is big”means big for a Great Dane). We investigate an alternativehypothesis built on the idea that the utility of a noun in anadjectival utterance can be either for reference (getting the lis-tener to attend to the right object) or predication (describing aproperty of the referent). Therefore, we hypothesize that whenthe presence of a noun N can be explained away by its util-ity in reference (e.g., being in the subject position: “That N isbig”), it is less likely to set the comparison class. Across threepre-registered experiments, we find evidence that listeners usethe noun as a cue to infer comparison classes consistent with atrade-off between reference and predication. This work high-lights the complexity of the relation between the form of anutterance and its meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "comparison class; adjectives; information struc-ture; reference; predication" } ], "section": "Language and Meaning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7t41d5rp", "frozenauthors": [ { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Polina", "middle_name": "", "last_name": "Tsvilodub", "name_suffix": "", "institution": "Osnabruck University", "department": "" }, { "first_name": "Jesse", "middle_name": "", "last_name": "Snedeker", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Roger", "middle_name": "P.", "last_name": "Levy", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29436/galley/19296/download/" } ] }, { "pk": 30136, "title": "Information Theory Meets Expected Utility:\nThe Entropic Roots of Probability Weighting Functions", "subtitle": null, "abstract": "This paper proposes that the shape and parameter fits of\nexisting probability weighting functions can be explained with\nsensitivity to uncertainty (as measured by information entropy)\nand the utility carried by reductions in uncertainty. Building on\napplications of information theoretic principles to models of\nperceptual and inferential processes, we suggest that\nprobabilities are evaluated relative to a plausible expectation\n(the uniform distribution) and that the perceived distance\nbetween a probability and uniformity is influenced by the shape\n(relative entropy) of the distribution that the probability is\nembedded in. These intuitions are formalized in a novel\nprobability weighting function, VWD(p), which is simpler and\nhas less parameters than existing probability weighting\nfunctions. The proposed probability weighting function\ncaptures characteristic features of existing probability\nweighting functions, introduces novel predictions, and\nprovides a parsimonious account of findings in probability and\nfrequency estimation related tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making under risk and uncertainty;\nprobability weighting; information entropy; predictive coding" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/028277kk", "frozenauthors": [ { "first_name": "Mikaela", "middle_name": "", "last_name": "Akrenius", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30136/galley/19990/download/" } ] }, { "pk": 29724, "title": "Inherent and Emergent Biases of Vocal Learning Timeframes in Zebra Finches", "subtitle": null, "abstract": "Language acquisition researchers have demonstrated that human infants tend to learn some sound classes before others.However, similar biases acting on classes of sounds have not yet been demonstrated in a birdsong model. Here, I detail thelearning strategies of four zebra finches at both the level of the song and the level of the syllable. Although some syllables,namely introductory notes and transient chirps, appear to emerge along regular timeframes, the learning strategy chosenby the bird also has a strong influence on each syllables ontogeny. Syllables imitated earlier in a songs development tendto be imitated more accurately than syllables derived later in the learning process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55b374bd", "frozenauthors": [ { "first_name": "Ana", "middle_name": "", "last_name": "Alonso", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29724/galley/19581/download/" } ] }, { "pk": 29442, "title": "Input matters in the modeling of early phonetic learning", "subtitle": null, "abstract": "In acquiring language, differences in input can greatly affectlearning outcomes, but which aspects of language learning aremost sensitive to input variations, and which are robust, remainsdebated. A recent modeling study successfully reproduced aphenomenon empirically observed in early phonetic learning—learning about the sounds of the native language in the firstyear of life—despite using input that differed in quantity andspeaker composition from what a typical infant would hear. Inthis paper, we carry out a direct test of that model’s robustnessto input variations. We find that, despite what the original resultsuggested, the learning outcomes are sensitive to properties ofthe input and that more plausible input leads to a better fit withempirical observations. This has implications for understandingearly phonetic learning in infants and underscores the impor-tance of using realistic input in models of language acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "early phonetic learning" }, { "word": "Computational Modeling" }, { "word": "input variation" }, { "word": "Speech perception" } ], "section": "Speech and Phonetics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74h1j2wt", "frozenauthors": [ { "first_name": "Ruolan", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Schatz", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Yevgen", "middle_name": "", "last_name": "Matusevych", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Goldwater", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Naomi", "middle_name": "H.", "last_name": "Feldman", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29442/galley/19302/download/" } ] }, { "pk": 29709, "title": "Integrating semantics into developmental models of morphology learning", "subtitle": null, "abstract": "A key challenge in language acquisition is learning morpho-logical transforms relating word roots to derived forms. Tra-ditional unsupervised algorithms find morphological patternsin sequences of phonemes, but struggle to distinguish validsegmentations from spurious ones because they ignore mean-ing. For example, a system that correctly discovers ”add /z/”as a valid morphological transform (song-songs, year-years)might incorrectly infer that ”add /ah.t/” is also valid (mark-market, spear-spirit). We propose that learners could avoidthese errors with a simple semantic assumption: morpholog-ical transforms approximately preserve meaning. We extendan algorithm from Chan and Yang (2008) by integrating prox-imity in vector-space word embeddings as a criterion for validtransforms. On a corpus of child-directed speech, we achieveboth higher accuracy and broader coverage than the purelyphonemic approach, even in more developmentally plausiblelearning paradigms. Finally, we consider a deeper semanticassumption that could guide the acquisition of more abstract,human-like morphological understanding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Acquisition" }, { "word": "morphology" }, { "word": "development" }, { "word": "semantics." } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93c3f5gh", "frozenauthors": [ { "first_name": "Abigail", "middle_name": "L.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Mika", "middle_name": "", "last_name": "Braginsky", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Roger", "middle_name": "P.", "last_name": "Levy", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29709/galley/19566/download/" } ] }, { "pk": 29681, "title": "Integration of visual and spoken cues in a virtual reality navigation task", "subtitle": null, "abstract": "When integrating information in real time from multiplemodalities or sources, such as when navigating with the helpof GPS voice instructions along with a visual map, a decision-maker is faced with a difficult cue integration problem. Thetwo sources, in this case visual and spoken, have potentiallyvery different interpretations or presumed reliability. Whenmaking decisions in real time, how do we combine cues com-ing from visual and linguistic evidence sources? In a sequenceof three studies we asked participants to navigate through aset of virtual mazes using a head-mounted virtual reality dis-play. Each maze consisted of a series of T intersections, ateach of which the subject was presented with a visual cue and aspoken cue, each separately indicating which direction to con-tinue through the maze. However the two cues did not alwaysagree, forcing the subject to make a decision about which cueto “trust.” Each type of cue had a certain level of reliability(probability of providing correct guidance), independent fromthe other cue. Subjects learned over the course of trials howmuch to follow each cue, but we found that they generallytrusted spoken cues more than visual ones, notwithstandingthe objectively matched reliability levels. Finally, we showhow subjects’ tendency to favor the spoken cue can be mod-eled as a Bayesian prior favoring trusting such sources morethan visual ones.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multimodal integration; navigation; Bayesian in-ference; virtual reality" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87f0z0v8", "frozenauthors": [ { "first_name": "Serena", "middle_name": "", "last_name": "DeStefani", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Karin", "middle_name": "", "last_name": "Stromswold", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Jacob", "middle_name": "", "last_name": "Feldman", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29681/galley/19538/download/" } ] }, { "pk": 30068, "title": "Intelligence in humans, non-human animals, and machines", "subtitle": null, "abstract": "Artificially intelligent systems are unlike other intelligences in a crucial yet vastly under-appreciated respect. For anaturally-evolved species, its survival needs are not only what ought to properly measure that species intelligence, butalso what most fundamentally shape it. However, artificial systems are not shaped by evolutionary forces. Instead, wemust provide for such systems a suitable equivalent for the evolutionary shaping of a natural species intelligence. But wecannot. As a result, I maintain that we cannot currently develop artificial systems that are intelligent in anything like theway that the members of a naturally-evolved species are intelligent. On any of the main approaches to AIwhether classical,deep learning, or a combination of bothwe must either explicitly represent or instead replicate a suitable equivalent forwhat evolution provides in its shaping of a naturally-evolved species intelligence. I maintain that is unclear how to do anysuch thing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0zr9b6zk", "frozenauthors": [ { "first_name": "Oisin", "middle_name": "", "last_name": "Deery", "name_suffix": "", "institution": "York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30068/galley/19922/download/" } ] }, { "pk": 29938, "title": "Intentional information sharing promotes cumulative culture relative toinadvertent behavioural cues: an experimental demonstration", "subtitle": null, "abstract": "Using an experimental transmission design, we investigated the extent to which intentional information-sending creates anaccumulation of beneficial information, relative to transmission via inadvertent information.A small subset of an information providers search was transmitted to an information receiver, either selected by theinformation provider themselves (Intentional), or randomly sampled from their full search history (Inadvertent). A thirdcondition where information receivers were shown all of the information providers search attempts was included as acontrol.Intentional information-sending led to cumulative improvements that were comparable to receiving full information froma previous participants search, demonstrating that intentional information-sending had promoted cumulative cultural evo-lution. A follow-up study manipulated whether the sender also received feedback from the receiver which provided infor-mation about locations which had not been searched. No difference was found between these conditions, indicating thatfor this task, bidirectional communication did not further boost the effects of unidirectional intentional communication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1jg6x2cs", "frozenauthors": [ { "first_name": "Gemma", "middle_name": "", "last_name": "Mackintosh", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Atkinson", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Caldwell", "name_suffix": "", "institution": "University of Stirling", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29938/galley/19792/download/" } ] }, { "pk": 29413, "title": "Intentionality Effects on Event Boundaries", "subtitle": null, "abstract": "Theories of event cognition have hypothesized that the\nboundaries of events are characterized by change, including a\nchange in the agent’s goal, but the role of higher-order goal\ninformation on the placement of event boundaries has not been\naddressed experimentally. We tested whether goals can affect\nhow viewers determine event boundaries. Participants read a\ncontext sentence stating an agent’s goal (e.g., “Jesse wants to\neat the orange with her breakfast” vs. “Jesse wants to use the\norange as a garnish”). Participants then saw an image of an\nevent outcome (e.g., a partly peeled orange) and were asked to\nidentify whether the event had occurred (“Did she peel the\norange?”). Participants were more likely to respond Yes to a\npartly complete outcome if the outcome satisfied the agent’s\ngoal. Our results offer the first direct evidence in support of the\nconclusion that higher-order intentionality information affects\nthe way events are conceptualized.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "events" }, { "word": "ASPECT" }, { "word": "Telicity" }, { "word": "goals" }, { "word": "intentionality" }, { "word": "perfective" } ], "section": "Events, Actions, and Sequencing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sn1c6jz", "frozenauthors": [ { "first_name": "Ariel", "middle_name": "", "last_name": "Mathis", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29413/galley/19273/download/" } ] }, { "pk": 30159, "title": "Intentionality, speaker’s attitude and the processing of verbal irony", "subtitle": null, "abstract": "Does it take more or less time to read ironic sentences than toread literal equivalents? Though this question has beenextensively discussed in the literature, the results are mixed(seeeg. Filik & Moxey, 2010). The present work attempt to accountfor the differences in the literature by considering the variableeffect of anticipating the intentions of a speaker duringcomprehension of ironic utterances used to answer yes/noquestions, as well as the role of explicit cues regarding theattitude of a speaker. The results show that both of these factorsinteract and together modulate the interpretation of a sentenceas ironic or literal as well as the utterance’s reading times. Weinterpret the results are broadly in line with the predictionsmade by the echoic mention account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "irony comprehension; self-paced reading;experimental pragmatics" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/624931c2", "frozenauthors": [ { "first_name": "Camilo", "middle_name": "Rodríguez", "last_name": "Ronderos", "name_suffix": "", "institution": "Humboldt-Universität zu Berlin", "department": "" }, { "first_name": "Ira", "middle_name": "", "last_name": "Noveck", "name_suffix": "", "institution": "Université Paris", "department": "" }, { "first_name": "Jack", "middle_name": "", "last_name": "Tomlinson", "name_suffix": "", "institution": "Leibnitz-zentrum Allgemeine Sprachwissenschaft", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30159/galley/20013/download/" } ] }, { "pk": 30200, "title": "Intentionally forgotten food pictures are perceived less delicious.", "subtitle": null, "abstract": "Instruction to forget a memory after learning can lead to forgetting of the memory. This phenomenon is known as directedforgetting. Instruction to forget cause not only forgetting but also devaluation. Previous evidence demonstrated thatpleasantness of to-be-forgotten words and faces decreased relative to to-be-remembered items. Here, we examined whetherdevaluation by directed forgetting is generalized to food. In our experiment, participants learned pictures of foods andthen received instructions to forget or to remember them. Then, participants rated perceived deliciousness for half ofto-be-remembered pictures and half of to-be-forgotten pictures. Finally, participants took an old/new recognition test forremained pictures. The results showed successful directed forgetting: memory performance of to-be-forgotten pictureswas lower than that of to-be-remembered pictures. Additionally, a similar pattern was observed for deliciousness. Thus,instruction to forget induces devaluation as well as forgetting, suggesting that memory plays an important role in evaluatingthe deliciousness of food.", "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/3c77r9nv", "frozenauthors": [ { "first_name": "Masanori", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Yamagata University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30200/galley/20054/download/" } ] }, { "pk": 29727, "title": "Intention Inference in a Dynamic Multi-Goal Environment", "subtitle": null, "abstract": "Navigating the social world relies upon the human capacity for mentalizing, or attributing intentions to social agents.Unfortunately, currently available commercial robots still lack such awareness of human intentionality. Building uponrecently-proposed Bayesian models of Theory of Mind (ToM), we propose a ToM model that can handle intention inferencein dynamic, fast-changing environments like a hospital, where staff have to attend to objectives and emergencies as theyarise. Our model infers and maintains a distribution over possible intentions, and uses the posterior predictives to forecastfuture trajectories, which is essential for robot motion planning. We show that our model performs excellently at inferringthe intentions and trajectories of human players controlling a nurse agent in a simulated environment. This work lays thefoundation for robots that can co-work with humans in dynamic, social environments with high-stake goals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7kp818sh", "frozenauthors": [ { "first_name": "Desmond", "middle_name": "", "last_name": "Ong", "name_suffix": "", "institution": "National University of Singapore", "department": "" }, { "first_name": "Marie", "middle_name": "Therese", "last_name": "Quieta", "name_suffix": "", "institution": "Institute of High Performance Computing", "department": "" }, { "first_name": "Fernando", "middle_name": "", "last_name": "Basura", "name_suffix": "", "institution": "Institute of High Performance Computing", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29727/galley/19584/download/" } ] }, { "pk": 29669, "title": "Interactions Between Categorization and Intuitive Physics", "subtitle": null, "abstract": "Functioning in the world requires information about objects properties. People perceive object mass using perceptualcues when the material is observable. Here, we examine how people predict an objects motion when its material isunobservable, but predictable from cues learned via category learning. When given an ambiguous object, people tend topredict properties based on the propertys propensity in the most likely category. But, recent work has found that givenan ambiguous cue, people will integrate over categories (as rational agents should) in a variety of contexts. In our study,we investigate how uncertainty in categorization affects continuous judgments in the domain of intuitive physics. Weincorporate real materials (like wood and iron) into a category learning framework and test peoples judgments about thedistance a payload travels in two scenarios before and after category learning. Our results are equivocal, but suggest thatpeople do integrate in these scenarios.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5px8h232", "frozenauthors": [ { "first_name": "Anantha", "middle_name": "", "last_name": "Rao", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29669/galley/19526/download/" } ] }, { "pk": 29372, "title": "Interactions of length and overlapin the TRACE model of spoken word recognition", "subtitle": null, "abstract": "What determines degree of competition among phonologicallysimilar words? One proposal is that proportion of overlappredicts competition independently of word length. We arguethat proportion of overlap may provide descriptive adequacy,but does not provide an explanation. We show that TRACEcorrectly predicts patterns previously attributed to proportionof overlap. In additional simulations, with independentmanipulations of word length and proportion of overlap,proportion of overlap fails to predict the full pattern of results.We discuss how competition dynamics in TRACE modulatecompetition as word length and proportion of overlap change.These results have implications for theories of human spokenword recognition, and will motivate experiments to test thesenew TRACE predictions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spoken word recognition; computational models" } ], "section": "Modeling Language", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66h7513h", "frozenauthors": [ { "first_name": "James", "middle_name": "S.", "last_name": "Magnuson", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Elizabeth", "middle_name": "Schoen", "last_name": "Simmons", "name_suffix": "", "institution": "University of Connecticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29372/galley/19233/download/" } ] }, { "pk": 30007, "title": "Interaction with Context During Recurrent Neural Network Sentence Processing", "subtitle": null, "abstract": "Syntactic ambiguities in isolated sentences can lead to in-creased difficulty in incremental sentence processing, a phe-nomenon known as a garden-path effect. This difficulty, how-ever, can be alleviated for humans when they are presentedwith supporting discourse contexts. We tested whether re-current neural network (RNN) language models (LMs) couldlearn linguistic representations that are similarly influenced bydiscourse context. RNN LMs have been claimed to learn avariety of syntactic constructions. However, recent work hassuggested that pragmatically conditioned syntactic phenomenaare not acquired by RNNs. In comparing model behavior tohuman behavior, we show that our models can, in fact, learnpragmatic constraints that alleviate garden-path effects giventhe correct training and testing conditions. This suggests thatsome aspects of linguistically relevant pragmatic knowledgecan be learned from distributional information alone.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "garden path; neural networks; pragmatics; dis-course" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9hf2s5rw", "frozenauthors": [ { "first_name": "Forrest", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Marten", "middle_name": "", "last_name": "van Schijndel", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30007/galley/19861/download/" } ] }, { "pk": 30126, "title": "Interleaving facilitates the rapid formation of distributed representations", "subtitle": null, "abstract": "Distributed representations, in which information is encodedin overlapping populations of neuronal units, are essential tothe remarkable success of artificial neural networks (ANNs) inmany domains, and have been posited to be employed through-out the brain, especially in neocortex. A fundamental signatureof ANNs employing distributed representations is that learningrequires exposure to information in an interleaved order; expo-sure to new information in a blocked order tends to overwriteprior knowledge (i.e., ’catastrophic interference’). Because itis difficult to match human learning to the learning conditionsof these networks, it is not known whether human learning ex-hibits these properties, which, if true, would implicate use ofsimilar representations. To test this, we leveraged a recent pro-posal that parts of the hippocampus host distributed represen-tations of the kind typically ascribed to neocortex, and adopteda hippocampally dependent task that contrasts the effects of in-terleaved versus blocked learning on a short timescale. Exper-iments 1a and 1b demonstrate that interleaved exposure facili-tates the rapid perception of shared structure across items. Ex-periment 2 shows that only interleaved exposure permits use-ful inference when item associations need to be inferred basedon statistical regularities. Together, these results demonstratethe power of interleaved learning and implicate the use of dis-tributed representations in human rapid learning of structuredinformation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "associative inference; catastrophic interference;hippocampus; neural network models" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/10q7g2cm", "frozenauthors": [ { "first_name": "Zhenglong", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Marlie", "middle_name": "", "last_name": "Tandoc", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Dhairyya", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Schapiro", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30126/galley/19980/download/" } ] }, { "pk": 29982, "title": "Interpersonal physiological linkage is related to excitement during a joint task", "subtitle": null, "abstract": "Interpersonal physiological linkage has been shown to play important roles in social activities. Studies have shown thatpeople tend to share heart rate (HR) dynamics through a joint collaborative task. In this study, we investigated whethershared HR dynamics (i.e., HR synchrony) would correlate with excitement during a joint task. Two participants played acollaborative block-stacking game (Jenga), alternating their roles as player and adviser, while their HRs being recorded.The participants evaluated their own excitement for each turn. Additional bystanders watched their playing to evaluatethe players excitement. The results showed that the players excitement increased with individual HR but also with HRsynchrony. HR synchrony also affected the evaluation of players excitement by the bystanders. These results suggestthat physiological linkage between cooperating individuals is related to the evaluation of excitement not only by playerthemselves but also by bystanders.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41q8z1fw", "frozenauthors": [ { "first_name": "Aiko", "middle_name": "", "last_name": "Murata", "name_suffix": "", "institution": "Nippon Telegraph and Telephone Corporation", "department": "" }, { "first_name": "Shiro", "middle_name": "", "last_name": "Kumano", "name_suffix": "", "institution": "Nippon Telegraph and Telephone Corporation", "department": "" }, { "first_name": "Junji", "middle_name": "", "last_name": "Watanabe", "name_suffix": "", "institution": "NTT Communication Science Laboratories", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29982/galley/19836/download/" } ] }, { "pk": 29752, "title": "Intuitive Signaling Through an ”Imagined We’”", "subtitle": null, "abstract": "Communication is highly overloaded. Despite this, even young children are good at leveraging context to understandambiguous signals. We propose a computational shared agency account of signaling that we call the Imagined We (IW)framework. We leverage Bayesian Theory of Mind to provide mechanisms for rational action planning and inverse actioninterpretation. In order to expand this framework for communication, we first treat signals as rational actions. We thenincorporate our rich understanding of intuitive utilities to constrain the scope of affordable actions. Finally, we treatcommunication as a cooperative act, subject to constraints of maximizing a shared utility. We implement this modelin two completely different behavioral psychology works to demonstrate the generality of the IW under different typesof uncertainty in cooperative communication. Additionally, we demonstrate that the IW outperforms multiple baselinemodels in a novel task across a series of simulation conditions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4t878853", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Stacy", "name_suffix": "", "institution": "University of California - Los Angeles", "department": "" }, { "first_name": "Qingyi", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of California - Los Angeles", "department": "" }, { "first_name": "Minglu", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "University of California - Los Angeles", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tao", "middle_name": "", "last_name": "Gao", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29752/galley/19607/download/" } ] }, { "pk": 29702, "title": "Intuitive theories of persuasion shape engagement in discussion of polarizingtopics", "subtitle": null, "abstract": "Misinformation promoting scientific misconceptions can spread rapidly in ways it once couldn’t, and discussions of thistrend now appear to shape nearly all discourse about polarizing topics (e.g., politics, science denial). What effects mightthis recent trend have on peoples intuitive theories of how others learn and assimilate new evidence? Furthermore, howdo these theories shape engagement in discussion of polarizing issues? To shed light on these questions, we conducteda series of exploratory studies (Experiments = 4; N = 1176) which demonstrate two key results. First, people do notthink that misinformation is more likely to influence people’s beliefs than accurate statistical information, contrary to ourpredictions. Second, and importantly, we found that the more likely someone is to say information (whether accurateor inaccurate) can change other peoples beliefs, the more likely they are to debate important social issues in an effort tocorrect their misconceptions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4m38g8rt", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Priniski", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29702/galley/19559/download/" } ] }, { "pk": 29549, "title": "Inverse Rendering Best Explains Face Perception Under Extreme Illuminations", "subtitle": null, "abstract": "Humans can successfully interpret images even when they have been distorted by significant image transformations. Suchimages could aid in differentiating proposed computational architectures for perception because while all proposals predictsimilar results for typical stimuli (good performance), they differ when confronting atypical stimuli. Here we study twoclasses of degraded stimuli – Mooney faces and silhouettes of faces – as well as typical faces, in humans and severalcomputational models, with the goal of identifying divergent predictions among the models, evaluating against humanjudgments, and ultimately informing models of human perception. We find that our top-down inverse rendering modelbetter matches human percepts than either an invariance-based account implemented in a deep neural network, or a neuralnetwork trained to perform approximate inverse rendering in a feedforward circuit.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5jv5t06f", "frozenauthors": [ { "first_name": "Bernhard", "middle_name": "", "last_name": "Egger", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Siegel", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Riya", "middle_name": "", "last_name": "Arora", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Amir", "middle_name": "", "last_name": "Soltani", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Ilker", "middle_name": "", "last_name": "Yildirim", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29549/galley/19409/download/" } ] }, { "pk": 29801, "title": "Investigating Simple Object Representations in Model-Free Deep ReinforcementLearning", "subtitle": null, "abstract": "We explore the benefits of augmenting state-of-the-art model-free deep reinforcement learning with simple object representa-tions. Following the Frostbite challenge posited by Lake et al.(2017), we identify object representations as a critical cognitivecapacity lacking from current reinforcement learning agents.We discover that providing the Rainbow model (Hessel et al.,2018) with simple, feature-engineered object representationssubstantially boosts its performance on the Frostbite game fromAtari 2600. We then analyze the relative contributions of therepresentations of different types of objects, identify environ-ment states where these representations are most impactful, andexamine how these representations aid in generalizing to novelsituations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "deep reinforcement learning; object representa-tions; model-free reinforcement learning; DQN." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36c0g2mz", "frozenauthors": [ { "first_name": "Guy", "middle_name": "", "last_name": "Davidson", "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": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29801/galley/19655/download/" } ] }, { "pk": 29836, "title": "Investigating the Behavior of Malicious Actors Through the Game of Mafia", "subtitle": null, "abstract": "In deception games, deceivers must find ways to draw in unknowing bystanders, and bystanders must develop strategiesfor detecting falsehoods. What are the strategies that people use in these roles, and can computer systems also detect thesebehaviors? We address this question through text-based games of Mafia, wherein players are assigned to deceptive roles(mafia) or roles incentivizing detecting deception (bystanders). We find that participants adopt sophisticated role-basedstrategies, wherein the mafia, who are outnumbered but know the identities of all players, act carefully to secure the votesof the bystanders by speaking more even as verbose speakers tended to be eliminated. These role-based behaviors weredistinct enough that a computational classifier could distinguish between mafia and bystanders with 70.3% accuracy andoutperform human players. Understanding the systematic features defining honest and deceptive players advances ourability to automatically detect online deceit and grasp group dynamics in real-world collaboration.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5gp4z0n6", "frozenauthors": [ { "first_name": "Samee", "middle_name": "", "last_name": "Ibraheem", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Vael", "middle_name": "", "last_name": "Gates", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "DeNero", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29836/galley/19690/download/" } ] }, { "pk": 29656, "title": "Investigating the Benefits of Pre-Questions on Lecture-Based Learning", "subtitle": null, "abstract": "Prior laboratory research has shown the positive benefits of answering pre-questions on learning. Specifically, pre-questions have been shown to increase learning from subsequent pre-questioned material presented either in a readingor in a lecture format compared to a non-pre-questioned group. However, it is not yet clear whether these learning bene-fits translate into larger lecture-based classrooms and whether they can facilitate transfer to non-pre-questioned material.Moreover, there are few classroom studies, utilizing pre-questions, that explore these effects. We investigated the effectof pre-questions on learning during a large lecture course. Students who received pre-questions performed better on endof lecture quiz questions compared to students who did not receive pre-questions. Consistent with prior laboratory andclassroom studies, this effect was primarily for the pre-questioned information and there was no immediate effect onnon-pre-questioned information. We discuss the implications of the results for theories of learning and applications toeducation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6wt8g24x", "frozenauthors": [ { "first_name": "Quentin", "middle_name": "", "last_name": "King-Shepard", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Kelly", "middle_name": "", "last_name": "Boden", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Adelman", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Nokes-Malach", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Shana", "middle_name": "", "last_name": "Carpenter", "name_suffix": "", "institution": "Iowa State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29656/galley/19513/download/" } ] }, { "pk": 29741, "title": "Investigating the effects of transcranial Direct Current Stimulation (tDCS) onFace Recognition skills as indexed by the Composite Face Effect.", "subtitle": null, "abstract": "In this study we show that a particular form of neuro-stimulation can affect face recognition skills impairing participantsperformance on a face recognition task without affecting the composite face effect. Using a Face-Matching task (n=48)traditionally used to study the composite face effect (better recognition of the top half of an upright face when in compositewith a congruent vs and incongruent bottom half) we confirm that anodal transcranial Direct Current Stimulation (tDCS;double-blind and between subjects study) delivered over the left DLPFC at Fp3 (10 mins at 1.5mA) affects overall facerecognition performance for upright faces. But no effect of the tDCS was found on the composite face effect itself. Weinterpret our results in the light of previous literature on the tDCS effects on perceptual learning and face recognition,suggesting that different mechanisms are involved in the face inversion effect and the composite face effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8k621721", "frozenauthors": [ { "first_name": "Emika", "middle_name": "", "last_name": "Waguri", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "R.P.", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "IPL", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Ciro", "middle_name": "", "last_name": "Civile", "name_suffix": "", "institution": "University of Exeter", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29741/galley/19597/download/" } ] }, { "pk": 29736, "title": "Investigating the impact of social and biological cues in children’s perception ofhumanoid robots", "subtitle": null, "abstract": "Imitation plays a key role in learning cultural knowledge. Young children imitate human models as well as humanoidrobots, even when their actions are clearly non-functional to achieve a given goal. This so-called overimitation is possiblymotivated by the desire to socially affiliate. This study clarifies the impact of social cues (greeting, eyes, friendly voice)and smooth, dynamic body motion of humanoid robots on rates of overimitation. In one condition, we remove all socialcues. In another condition, we change the dynamics of robot movement to be less biological. Overimitation rates will becompared across all three conditions (social & biological, non-social & biological, non-social & non-biological) to learnmore about important model characteristics that support cultural learning. Children aged 5-6 participated in this study. Wediscuss results and implications for using humanoid robots in interactive settings with children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86q2f410", "frozenauthors": [ { "first_name": "Jaemarie", "middle_name": "", "last_name": "Solyst", "name_suffix": "", "institution": "Heidelberg University", "department": "" }, { "first_name": "Sabina", "middle_name": "", "last_name": "Pauen", "name_suffix": "", "institution": "Heidelberg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29736/galley/19592/download/" } ] }, { "pk": 30083, "title": "Investigating the role of student achievement goals in conceptual physics learning", "subtitle": null, "abstract": "Helping students develop a conceptual understanding of physics is a critical goal of physics education. To better understandconceptual learning in physics, we investigated individual differences in students achievement goals, and their relationto learning. Past work suggests that mastery-approach goals predict conceptual learning and transfer, whereas othergoals do not (Belenky & Nokes-Malach, 2013). However, little work has tested this prediction using different types ofphysics learning outcomes. In this study, students completed pre and post achievement goal surveys and received differenttypes of instruction, followed by an extensive learning assessment. As expected, we found that mastery-approach goalswere positively related to conceptual learning outcomes, whereas performance-approach goals were not. Unexpectedly,performance-avoidance goals, while not related to mastery-approach goals, were also predictive of conceptual learningunder some conditions. We discuss the implications of these results for theories of motivation and learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7qw6m6tt", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Diamond", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Nokes-Malach", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30083/galley/19937/download/" } ] }, { "pk": 29726, "title": "Investigating the Role of Verb Frequencyin Factive and Manner-of-speaking Islands", "subtitle": null, "abstract": "Frequency plays a central role in human cognition, and in lan-guage processing in particular. There is growing evidence thatacceptability judgements are shaped by the statistics of theinput. In this paper, we focus on a type of constraint opera-tive in long-distance dependencies (e.g. wh-questions, relativeclauses, topicalizations, etc.) which has been claimed to re-sult from verb subcategorization frequency effects. We takea closer look at this hypothesis, and conclude that it does notaccount for the sentence acceptability contrasts. Rather, theevidence we find suggests that the acceptability of these depen-dencies hinges on clause-level semantic-pragmatic factors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Frequency effects; Sentence processing; Sentenceacceptability; Long-distance dependencies; Neural modelling" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mg6k1sq", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "N.", "last_name": "Richter", "name_suffix": "", "institution": "University at Buffalo", "department": "" }, { "first_name": "Rui", "middle_name": "P.", "last_name": "Chaves", "name_suffix": "", "institution": "University at Buffalo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29726/galley/19583/download/" } ] }, { "pk": 30030, "title": "Investigating the Structure of Emotion Concepts: Evidence from PropertyGeneration", "subtitle": null, "abstract": "Although work on conceptual knowledge has recently begun addressing the nature of abstract semantic representations,relatively little remains known about the structure of our knowledge of emotion concepts, an important subset of abstractconcepts. Property generationa common paradigm used to elaborate the featural representations of concepts that arecomponents of many models of semantic memoryhas been used extensively with concrete nouns, but in a limited numberof studies investigating abstract concepts. No prior work, to our knowledge, has systematically investigated the process ofproperty generation specifically for emotion concepts. In the present study, participants performed a property generationtask in which they listed features of emotion concepts and a matching number of concrete and abstract, non-emotionconcepts. Our results are interpreted with an emphasis on the distinction between emotion concepts and other abstractconcepts, which differ in the distribution of features generated.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6k991144", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Evangelia", "middle_name": "G.", "last_name": "Chrysikou", "name_suffix": "", "institution": "Drexel University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-02T05:00:00+11:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30030/galley/19884/download/" } ] } ] }