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{ "count": 39501, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=14300", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=14100", "results": [ { "pk": 30065, "title": "Investigation of Attentional Decay: Implications for Instruction", "subtitle": null, "abstract": "Given that attention is a limited capacity resource we are onlyable to selectively attend to a small subset of information atany one time. Endogenously regulating attention during aninstructional activity is effortful and can be challenging forchildren as well as adults. Although improvements inattention regulation have been documented with age, less isknown about the duration of time individuals are able toselectively sustain attention during instruction, due in part tomethodological limitations. The present study leverages eye-tracking technology to provide an objective examination ofattentional decay during a lecture. Adult participants (N=96)watched a geography screencast lecture while a mobile eye-tracker was utilized to measure changes in attention over thecourse of the lecture. Results indicate that attention declinesover time and reductions in attention occur before Minute 15.Implications for instruction are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Attention; Attentional decay" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/22x9g5g2", "frozenauthors": [ { "first_name": "Karrie", "middle_name": "E.", "last_name": "Godwin", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Freya", "middle_name": "", "last_name": "Kaur", "name_suffix": "", "institution": "Kent State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30065/galley/19919/download/" } ] }, { "pk": 29551, "title": "iSome Determinants of Chunk Size in Sequential Behavior:Individual Differences in the Transcription of Alphanumeric Strings", "subtitle": null, "abstract": "Studies have shown that temporal chunk measures in transcrip-tion tasks can be used to assess competence in various domains.However, in other tasks, chunking strategies and thus perfor-mance differences can be highly variable across participants.If such individual differences are also large in transcriptiontasks this would undermine the use of chunk-based competencemeasures. Using four stimuli with fixed spatial structures thisexperiment demonstrates that there is good consistency inchunking strategy across 52 participants in two types of tran-scription tasks. The experiment spans 16,000 data points.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "chunking; individual differences; sequential be-havior; transcription; competence measurement." } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0b0624gr", "frozenauthors": [ { "first_name": "Peter", "middle_name": "C-H.", "last_name": "Cheng", "name_suffix": "", "institution": "University of Sussex", "department": "" }, { "first_name": "Noorah", "middle_name": "", "last_name": "Albehaijan", "name_suffix": "", "institution": "Imam Abdulrahman Bin Faisal University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29551/galley/19411/download/" } ] }, { "pk": 29597, "title": "Is probability utility correlation really correlation?An individual-level analysis of risk-reward heuristics", "subtitle": null, "abstract": "Utility and probability have been considered independentconstructs for decision making under uncertainty. However,many studies have suggested that people assume there is acorrelation between probability and utility. Some studies havedemonstrated that people appear to estimate the utility ofevents depending on their probabilities, and other studiesrecently indicated the existence of “risk-reward heuristics” thatassume a negative correlation between probability and utilityin the real world when inferring winning probabilities frompayoffs during decisions made under uncertainty. This studyaimed to explore the relationship between probability andutility by requiring participants to estimate both probabilitiesfrom payoffs and payoffs from probabilities under a gain orloss situation. The results indicated that when estimating valuesof payoffs from probabilities, participants’ judgments showedclear negative correlations between probability and utility bothin the gain and loss condition. However, when estimatingprobabilities from payoffs, this negative correlation betweenutility and probability was found only in a gain situation. Theseresults support the existence of risk-reward heuristics, and atthe same time, suggest a possibility that people have differentintuitions for the probability-utility relationship between thegain and loss domains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "probability. utility" }, { "word": "risk-reward heuristics" }, { "word": "individual-level analysis" }, { "word": "loss domain" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61m03858", "frozenauthors": [ { "first_name": "Kuninori", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "Seijo University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29597/galley/19456/download/" } ] }, { "pk": 29462, "title": "Is Segmental Interference Position-dependent?", "subtitle": null, "abstract": "The paper investigates the existence of position-independent\nsegments in written and typed word production. In two\nexperiments, we employed the segmental interference effect to\nfirst replicate past findings that naming a picture is more\ndifficult in the context of another picture with which it shares\nsegments in the same position (e.g., glow-flow) compared to\nan unrelated word (e.g., glow-cave). We then tested a new\ncondition, in which the same target word is paired with an\nanagram of the original competitor (glow-wolf). Critically, the\nanagram shared the same number of segments with the target\nword, but never in the same position. Both experiments found\nrobust interference for targets produced in the context of\nanagrams, with a magnitude comparable to the interference\ninduced by the position-overlapping word. The results suggest\nthat not only are position-independent segments represented in\nthe production system, but they also play a critical role in\nactivating segmentally related words and creating competition\nduring word production.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word production; segmental encoding; positional\nframe; segmental interference" } ], "section": "Reading and Processing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7q1666s6", "frozenauthors": [ { "first_name": "William", "middle_name": "", "last_name": "Harrison", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Christopher", "middle_name": "R.", "last_name": "Hepner", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29462/galley/19322/download/" } ] }, { "pk": 29535, "title": "Is She a Good Teacher? Children Learn to use Meaningful Gesture as a Marker of aGood Informant", "subtitle": null, "abstract": "To learn from others, children rely on cues (e.g., familiarity) toinfer who will provide useful information. We extend thisresearch to ask whether children will use an informant’sinclination to gesture as a marker of whether they are a goodperson to learn from. Children (N=459, ages 4-12 years)watched videos in which actresses made statementsaccompanied by meaningful iconic gestures, beat gestures, orno gestures. After each trial, children were asked “Who do youthink would be a good teacher?” (good teacher- experimentalcondition) or “Who do you think would be a good friend?”(good friend-control condition). Results show children dobelieve that someone who produces iconic gesture would makea good teacher over someone who does not, but this is only laterin childhood and only if a child has the propensity to seegesture as meaningful. The same effects were not found in thegood-friend condition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "gesture; learning; informants" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58w178g4", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "M.", "last_name": "Wakefield", "name_suffix": "", "institution": "Loyola University Chicago", "department": "" }, { "first_name": "Eliza", "middle_name": "L.", "last_name": "Congdon", "name_suffix": "", "institution": "Williams College", "department": "" }, { "first_name": "Miriam", "middle_name": "A.", "last_name": "Novack", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lauren", "middle_name": "H.", "last_name": "Howard", "name_suffix": "", "institution": "Franklin & Marshall College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29535/galley/19395/download/" } ] }, { "pk": 29560, "title": "Is there a spatial Dunning-Kruger effect? And how is it influences by gender?", "subtitle": null, "abstract": "Performance on spatial tests is not only a matter ability; it is also influenced by peoples confidence and belief of ability.Although we know that training can improve spatial performance, we know relatively little about the influences of beliefsand expectations on the efficacy of training. Here we investigated men and womens performance on a mental rotationtask and their prediction of their performance. We also examined whether providing information about different strate-gies influenced performance. The results demonstrate a spatial Dunning-Kruger effect; both men and women consistentlyoverestimated their performance. Womens estimates were lower than mens estimates were. Importantly, training influ-enced men and womens predictions of their performance in opposite directions; training increased mens confidence (butnot their performance), whereas training decreased womens confidence (but not their performance). The results suggestthat expectations and beliefs about spatial performance need to be considered when explaining training effects and sexdifferences", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84p5490b", "frozenauthors": [ { "first_name": "Jose", "middle_name": "", "last_name": "Sotelo", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29560/galley/19420/download/" } ] }, { "pk": 30204, "title": "Is the structure of the belief in conspiracy theory equivalent across cultures?", "subtitle": null, "abstract": "In the literature, scholars often postulate a uni-dimensional structure of beliefs in conspiracy theory except for the GenericConspiracist Belief scale (GCB, Brotherton et al., 2013) which posits a five-factor structure of the belief. On the otherhand, a recent study extending the GCB to non-Western population proposed a two-factor structure which dissociatesextraterrestrial conspiracy from other beliefs and suggested that the belief structure might not be equivalent across Westernand non-Western population. In this study, 616 participants from two cloud-sourcing pools (309 Westerners / 307 Japanese) answered to questionnaires including GCB. A multi-group confirmatory factor analysis confirmed the validity of two-factor structure across two pools, however only partial metric invariance has been achieved. Results suggests that overallstructure of conspiracy belief is similar across cultures, however several aspects of beliefs might not be equivalent.", "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/9308b7g2", "frozenauthors": [ { "first_name": "Yoshimasa", "middle_name": "", "last_name": "Majima", "name_suffix": "", "institution": "Hokusei Gakuen University", "department": "" }, { "first_name": "Hiroko", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "Aichi Shukutoku University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30204/galley/20058/download/" } ] }, { "pk": 29776, "title": "Is time travel possible? Childrens intuitive theories about the nature of time", "subtitle": null, "abstract": "Humans form and revise theories about the world throughout the lifespan. While intuitive theories of the physical andbiological world have been explored, the domain of time is understudied. We explored childrens theories about time byasking 4- to 6-year-olds (n = 38) and adults about the reality or possibility of temporal phenomena. We also asked them torate their confidence in their answers. All children agreed that clocks and aging are real. However, judgements about timetravel, getting younger, seeing the future, and the past and future themselves, changed. While 6-year-olds gave adult-likeresponses to most questions, 5-year-olds were less sure. Unlike older children, 4-year-olds said seeing the future and timetravel are possible, but the past is not real. These results suggest that children converge on adultlike theories about timebetween 4 and 6 years of age. Future work will explore factors driving the formation of these theories.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8dx6x6nf", "frozenauthors": [ { "first_name": "Cole", "middle_name": "", "last_name": "Dougherty", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Daly", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" }, { "first_name": "Jacqueline", "middle_name": "", "last_name": "Woolley PhD", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" }, { "first_name": "Katharine", "middle_name": "", "last_name": "Tillman", "name_suffix": "", "institution": "University of Texas at Austin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29776/galley/19630/download/" } ] }, { "pk": 29771, "title": "Item Distinctiveness is More Critical than Item Context in a Cross-SituationalWord Learning Paradigm", "subtitle": null, "abstract": "Tests of cross-situational word learning use a range of stimuli. How does the distinctiveness of a stimulus affect participantsability to learn its label? In two experiments, participants were presented with pairs of unfamiliar images accompanied bytwo pseudoword labels. The images were either two visually similar robots or two visually dissimilar novel objects. Bydesign, the mapping of label to image was purposefully unclear, and we further manipulated which images were displayedwith one another across trials (i.e., their presentation context). In one condition, pairs of images were randomly determined,while in the other, sets of images consistently appeared with one another throughout training. At test, participants weregiven one label and instructed to match it to one of four possible images. Participants who had been exposed to the visuallydissimilar objects outperformed those who had been exposed to the visually similar robots, regardless of presentationcontext.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2bv8h2hq", "frozenauthors": [ { "first_name": "Kendra", "middle_name": "", "last_name": "Lange", "name_suffix": "", "institution": "University Park", "department": "" }, { "first_name": "Elisabeth", "middle_name": "", "last_name": "Karuza", "name_suffix": "", "institution": "University Park", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29771/galley/19625/download/" } ] }, { "pk": 29905, "title": "Jargon Jinx: An Early Bias Toward Opaque Explanations", "subtitle": null, "abstract": "As adults we understand that effective teachers cannot rely solely on expertise (content knowledge) in a domain, but thatteachers must also be able to efficiently communicate that knowledge to students (pedagogical skill). In three studies,we demonstrate how children fail to appropriately integrate their intuitions of expertise (Study 1) with those of under-standability (Study 2) to make coherent judgments of teacher quality (Study 3). In the context of repairing an unfamiliarmechanism, adults and children recognize that teachers should provide relevant causal information. However, children (6-and 7-year-olds and 8- and 9-year-olds) fail to acknowledge that, while jargon may indicate expertise, it is inaccessible toa student with no prior knowledge. Our data suggests that children as old as 9 years have immature conceptions of whatconstitutes great teaching. Childrens misconceptions of what characterizes good pedagogy raise questions about studentsattentional allocation in educational contexts and subsequent learning gains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fk9t253", "frozenauthors": [ { "first_name": "Amanda", "middle_name": "", "last_name": "McCarthy", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Keil", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29905/galley/19759/download/" } ] }, { "pk": 29664, "title": "Joint Acquisition of Path and Manner Action Description", "subtitle": null, "abstract": "The present study examines language patterns in theformation of common ground in collaborative action tasks.Based on the classic Clark and Wilkes-Gibbs’ (1986)paradigm for object descriptions, we examined dialoguebetween pairs of participants as they work cooperatively tomaneuver a remote control car following both manner andpath instructions. Overall, we replicated Clark andWilkes-Gibbs’ (1986) results in the domain of action in thedecline of word count, verb phrases, turn taking, and numberof errors committed, with diminishing returns after one trial.However, we also document specific language reductions inpath related actions, but not in manner related actions. Wesuggest that path actions particularly depend on compositionaldescriptors of the environment, consistent with thecontemporary conceptualization of action (Barsalou, 2009).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "common ground; action description" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hh8338r", "frozenauthors": [ { "first_name": "Claire", "middle_name": "S.", "last_name": "Shah", "name_suffix": "", "institution": "Wright State University", "department": "" }, { "first_name": "Valerie", "middle_name": "L.", "last_name": "Shalin", "name_suffix": "", "institution": "Wright State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29664/galley/19521/download/" } ] }, { "pk": 29395, "title": "Joint action planning: co-actors minimize the aggregate individual costs of actions", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Judgement and Decision Making", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0ss9m5fx", "frozenauthors": [ { "first_name": "Georgina", "middle_name": "", "last_name": "Török", "name_suffix": "", "institution": "Central European University, Nádor", "department": "" }, { "first_name": "Oana", "middle_name": "", "last_name": "Stanciu", "name_suffix": "", "institution": "Central European University, Nádor", "department": "" }, { "first_name": "Natalie", "middle_name": "", "last_name": "Sebanz", "name_suffix": "", "institution": "Central European University, Nádor", "department": "" }, { "first_name": "Gergely", "middle_name": "", "last_name": "Csibra", "name_suffix": "", "institution": "Central European University, Nádor ; University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [] }, { "pk": 30188, "title": "Jointly learning motion verbs and frame semantics from natural language andgrounded scenes", "subtitle": null, "abstract": "We propose a computational model of verb learning implemented as a probabilistic compositional semantic parser, thatjointly learns individual verb meanings and overarching associations between syntactic verb frames and compositionalsemantic predicates from distant supervision on grounded natural language data. In tandem, we present a new corpus fortraining and evaluating grounded language learning models, containing natural language descriptions of scenes generatedin a rich environment that simulates realistic interactions between animate agents and physical objects. We demonstratehow the model can acquire interpretable correspondences between syntactic frames by incrementally parsing individ-ual sentences, evaluating candidate verb meanings on grounded scenes, and investigate how the models acquired framesemantics priors generalize to support efficient inferences about the meanings of novel verbs on a few shot learning task.", "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/95s1b5v1", "frozenauthors": [ { "first_name": "Jon", "middle_name": "", "last_name": "Gauthier", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Jiayuan", "middle_name": "", "last_name": "Mao", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tianmin", "middle_name": "", "last_name": "Shu", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Levy", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30188/galley/20042/download/" } ] }, { "pk": 30170, "title": "Keep Calm and Learn the Language: Do Multilinguals Have Lower Intolerance ofUncertainty than Monolinguals?", "subtitle": null, "abstract": "This paper presents the results of an observational study on therelationship between multilingualism and lower Intolerance ofUncertainty (IoU). A group of over two hundred multilingualand monolingual individuals filled in an online survey that con-tained items about one’s language profile, cross-cultural expe-rience, and the Intolerance of Uncertainty Scale-12 (IUS-12)– a psychometrically-sound instrument to assess one’s vulner-ability towards uncertain situations on an emotional, behav-ioral and cognitive level. We ask whether highly multilingualpeople are less likely to fear unknowns as a result of their ex-posure to linguistic and/or cultural uncertainty while learningforeign languages and/or staying abroad. The results show thatan advanced knowledge of multiple languages and longer staysabroad correlate with lower aversion towards uncertain situa-tions, thus, lower scores on the IUS-12. The study opens upnew avenues for further investigation into how multilingual-ism and multiculturalism shape one’s cognition and might havepositive effects on mental well-being.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multilingualism; multiculturalism; intolerance ofuncertainty; cognition; well-being" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58z8r3wk", "frozenauthors": [ { "first_name": "Julija", "middle_name": "", "last_name": "Vaitonyt ̇", "name_suffix": "", "institution": "Tilburg University,", "department": "" }, { "first_name": "Ozge ̈", "middle_name": "", "last_name": "Ozt ̈urk", "name_suffix": "", "institution": "University of Sheffield", "department": "" }, { "first_name": "Lisa-Maria", "middle_name": "", "last_name": "M ̈uller", "name_suffix": "", "institution": "Chartered College of Teaching", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30170/galley/20024/download/" } ] }, { "pk": 30050, "title": "Knowing when to quit:Children consider access to solutions when deciding whether to persist", "subtitle": null, "abstract": "Although persistence is essential to overcoming challenges andmaking new discoveries, continued effort can be costly. Evenvery young learners must make decisions about when to investeffort and when to abandon a task. In the current study, weexplore whether children’s decisions about when to exert effortare influenced by the information they stand to gain in aparticular learning situation. That is, we examine whetherproviding children with solutions after they attempt tocomplete a challenging task reduces their persistence. Sixty 4-and 5-year-old children completed a series of iSpy puzzles andthen attempted to activate a novel toy. Children were eitherpresented with the solutions after attempting each task or givenno information about the answers. Our results demonstrate thatchildren persisted longer at attempting to activate a novel toywhen their effort was more likely to be the only source ofinformation: children who expected to be provided with thesolution gave up faster than those who did not. We discuss theimplications of these findings on children’s rational decisionsabout when effort is worthwhile, and consider how providinganswers might impact motivation and curiosity more broadly.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "persistence" }, { "word": "Exploration" }, { "word": "information gain" }, { "word": "answers" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/38r6b4hv", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Rett", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Caren", "middle_name": "M.", "last_name": "Walker", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30050/galley/19904/download/" } ] }, { "pk": 29392, "title": "Knowledge Representations in Health Judgments", "subtitle": null, "abstract": "In the present paper, we introduce a novel computationalapproach for uncovering mental representations underlyinghealthiness judgments for food items. Using semantic vec-tor representations derived from large-scale natural languagedata, we quantify the complex representations that people holdabout foods, and use these representations to predict how bothlay decision makers and experts (trained dietitians) judge thehealthiness of food items. We also successfully predict theimpact of behavioral interventions (e.g. the provision of nutri-ent content information or “traffic-light labels”) on healthinessjudgments for food items. Our models are highly general, andare capable of making predictions for nearly any food item.Finally, these models outperform competing models based onfactual nutritional content, suggesting that health judgmentsdepend more on complex (semantic) knowledge representa-tions than on quantified nutritional information. The results inthis paper illustrate how methods from cognitive science andcomputational linguistics can be combined with existing theo-ries in psychology, to better predict, understand, and influencehealth behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "judgment; knowledge representations; vector se-mantics; behavioral interventions; computational models" } ], "section": "Judgement and Decision Making", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/73q5r2g9", "frozenauthors": [ { "first_name": "Natasha", "middle_name": "", "last_name": "Gandhi", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Wanling", "middle_name": "", "last_name": "Zou", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Caroline", "middle_name": "", "last_name": "Meyer", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Lukasz", "middle_name": "", "last_name": "Walasek", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29392/galley/19253/download/" } ] }, { "pk": 30211, "title": "Large-Scale Survey of Students Skills in Reading Math Definitions", "subtitle": null, "abstract": "Mathematical text reading seems to require a different type of literacy than others since it heavily introduces abstractconcepts and require strict logical and literal reading. In this paper, we focus on grades 611 (elementary through highschool) students skill in reading math definitions, but not problem solving. Our experiment showed that their skills inreading and understanding math definitions improves as long as math is obligatory (through the 10th grade) but reachesa plateau very quickly after that. However, teaching a math definition and using it to solve exercise problems in theclassroom do not seem to improve students ability of reading that specific definition.", "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/5035047d", "frozenauthors": [ { "first_name": "Naoya", "middle_name": "", "last_name": "Todo", "name_suffix": "", "institution": "University of Tsukuba", "department": "" }, { "first_name": "Noriko", "middle_name": "H.", "last_name": "Arai", "name_suffix": "", "institution": "National Institute of Informatics, Hitotsubashi", "department": "" }, { "first_name": "Shingo", "middle_name": "", "last_name": "Sugawara", "name_suffix": "", "institution": "National Institute of Informatics, Hitotsubashi", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30211/galley/20065/download/" } ] }, { "pk": 29466, "title": "Learner dynamics in a model of wug inflection:Integrating frequency and phonology", "subtitle": null, "abstract": "A recent large-scale wug-task study found that non-nativespeakers of English tend to produce fewer regular past-tense-ed inflections than native speakers (Cuskley et al., 2015). Inthis paper we present a model that can account for this dif-ference in behaviour as resulting from a difference in inputamounts and distributions. This model attends to both fre-quency, using Bayesian non-parametric methods, and phono-logical similarity between words, using a neural model of wordforms, and unifies these factors within a single probabilisticframework. We show that the general pattern of over-use ofirregular inflections in non-native speakers can result simplyfrom exposure to a smaller amount of input and does not re-quire any model-internal distinction of native and non-nativespeakers. Our model also captures the interaction betweenclass frequency and phonological similarity that was evidentacross all participant productions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "inflectional morphology" }, { "word": "modelling" }, { "word": "learning" } ], "section": "Language and Uncertainty", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bx2227t", "frozenauthors": [ { "first_name": "Stella", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Cuskley", "name_suffix": "", "institution": "Newcastle University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29466/galley/19326/download/" } ] }, { "pk": 29889, "title": "Learners’ bias to balance production effort against message uncertainty is\nindependent of their native language", "subtitle": null, "abstract": "Miniature language learning is gaining increasing popularity to\nstudy biases underlying language universals. However, it is\nunclear whether learning preferences in these studies are\ninfluenced by learners’ native language. We ask whether a\npreviously identified bias to balance production effort against\nmessage uncertainty holds across speakers of structurally\ndifferent languages. We expose English (fixed order language\nwithout case) and German (flexible order language with case)\nspeakers to miniature languages with optional case and either\nfixed or flexible constituent order and study their deviations from\nthe input. We find that English and German speakers restructure\nthe input in the same way: They match the input constituent order\nproportions and use more case in the flexible order language than\nin the fixed order language, thus following the bias to balance\nproduction effort against message uncertainty. Our findings\nsuggest that this bias and its specific realization are independent\nof learners’ native language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language universals; miniature language learning;\nL1 influences; efficient information transmission; language\nevolution" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9427q0qq", "frozenauthors": [ { "first_name": "Lucy", "middle_name": "Hall", "last_name": "Hartley", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Masha", "middle_name": "", "last_name": "Fedzechkina", "name_suffix": "", "institution": "University of Arizona", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29889/galley/19743/download/" } ] }, { "pk": 29871, "title": "Learners sacrifice robust communication as a result of a social bias", "subtitle": null, "abstract": "Languages are subject to many competing pressures, whichoriginate in individual-level learning and communication bi-ases and in social biases reflecting community-level dynamics.Recent work suggests that certain aspects of language struc-ture, such as the cross-linguistic trade-off between case andconstituent-order flexibility, originate in learners’ biases forefficient communication: Learners drop redundant case but re-tain informative case in production. Social biases can lead toretention of redundant case, resulting in systems that requiremore effort to produce. It is not clear, however, whether socialbiases can influence the use of informative cues. We tested thisby exposing participants to a language with uninformative con-stituent order and two dialects, only one of which employedcase. We manipulated the presence of social biases for andagainst the case dialect. Learners biased towards the no-casedialect dropped informative case without compensating for theresulting message uncertainty. Case was retained in all otherconditions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language change; learning biases; social biases;miniature artificial language; language acquisition; languageuniversals; language evolution" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2x32j5sx", "frozenauthors": [ { "first_name": "Masha", "middle_name": "", "last_name": "Fedzechkina", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Gareth", "middle_name": "", "last_name": "Roberts", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29871/galley/19725/download/" } ] }, { "pk": 30043, "title": "Learning a Generative Model of Human Faces Through Inverse Rendering", "subtitle": null, "abstract": "Generative models in an inverse graphics framework are appealing models for visual perception. How might childrenacquire them? We present a computational procedure for learning generative models of human faces using developmen-tally plausible input. Our statistical model of shape and appearance initially uses the average face as a template with asimple Gaussian process model of deformations. We iteratively learn the statistical distribution of faces by performinganalysis-by-synthesis on a small number of images and combine the results to construct an improved generative model.Our analysis-by-synthesis framework combines a convolutional neural network for fast inference with a Markov chainMonte Carlo process for detailed refinement. This learning strategy quickly captures the variation of natural faces anddemonstrates an efficient way to learn the distribution of faces.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91k0t5pc", "frozenauthors": [ { "first_name": "Skylar", "middle_name": "", "last_name": "Sutherland", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Bernhard", "middle_name": "", "last_name": "Egger", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30043/galley/19897/download/" } ] }, { "pk": 30190, "title": "Learning Communication Policies for Knowledge Transfer between Agents", "subtitle": null, "abstract": "We present an agent model in the predictive coding framework that selectively communicates with other agents to predictthe state of its environment efficiently. Selective communication is a challenge when the internal models of other agentsare unknown and unobservable. Communication helps agents to transfer the knowledge they have acquired in differentsituations. Recognition of daily activities of individuals living in different homes served as a testbed for evaluating themodel. Two publicly-available datasets, collected from unique homes, are used. Behavioral patterns of individuals in thosehomes are also unique. Each home is assumed to be monitored by an agent. We experimentally show that the agents cantransfer knowledge by communicating the most informative messages. The messages are interpretable. The agents learnpatterns of daily activities for any individual, and communicate using a vocabulary of words. Our model is more accuratethan traditional transfer learning models for the same task.", "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/44k8439t", "frozenauthors": [ { "first_name": "Masoumeh", "middle_name": "Heidari", "last_name": "Kapourchali", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Bonny", "middle_name": "", "last_name": "Bannerjee", "name_suffix": "", "institution": "University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30190/galley/20044/download/" } ] }, { "pk": 30019, "title": "Learning from explanations", "subtitle": null, "abstract": "What do we learn from a causal explanation? Upon being told that The fire occurred because a lit match was dropped, welearn that both of these events occurred, and that there is a causal relationship between them. However, causal explanationsof the kind E because C typically disclose much more than what is explicitly stated. Here, we offer a communication-theoretic account of causal explanations and show specifically that explanations can provide information about the extentto which a cited cause is normal or abnormal, and about the causal structure of the situation.In Experiment 1, we demonstrate that people infer the normality of a cause from an explanation when they know theunderlying causal structure. In Experiment 2, we show that people infer the causal structure from an explanation ifthey know the normality of the cited cause. We find these patterns both for scenarios that manipulate the statistical andprescriptive normality of events.Finally, we consider how the communicative function of explanations, as highlighted in this series of experiments, mayhelp to elucidate the distinctive roles that normality and causal structure play in causal explanation. Link to pre-print:https://psyarxiv.com/x5mqc", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2t5579rq", "frozenauthors": [ { "first_name": "Lara", "middle_name": "", "last_name": "Kirfel", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Icard", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30019/galley/19873/download/" } ] }, { "pk": 29443, "title": "Learning from the acoustic signal:Error-driven learning of low-level acoustics discriminates vowel and consonantpairs", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "error-driven learning; discriminative learning; sta-tistical learning; Rescorla-Wagner model; speech acquisition;first language acquisition" } ], "section": "Speech and Phonetics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3mg9f67z", "frozenauthors": [ { "first_name": "Jessie", "middle_name": "S.", "last_name": "Nixon", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" }, { "first_name": "Fabian", "middle_name": "", "last_name": "Tomaschek", "name_suffix": "", "institution": "University of T ̈ubingen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29443/galley/19303/download/" } ] }, { "pk": 29753, "title": "Learning Generalizations and Exceptions: the Good, the Bad and theUnpredictable", "subtitle": null, "abstract": "How are exceptions to a generalization learned? 20 participants were exposed to a mini-artificial language in whicheach word (prefix + wordstem) was associated with a unique image. One of two prefixes generalized probabilistically:it appeared with 40 stems associated with faces and 8 exceptions, which were associated with scenes. The other prefixoccurred with 8 faces and 8 scenes. The prefixes and the image categories (faces vs. scenes) were counterbalanced acrossparticipants. Participants performed a 2 alternative-forced choice task on all items, with feedback, over 6 repeating blocks.Results show that image-word pairs that included the generalizable prefix were learned better than those which appearedwith the other prefix, despite having 48 items in the first class and 16 in the other (d = 1.28, d = 0.80, p = 0.023). Weinvestigate the neural representation of these words and how they change over the course of learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67r3p7s1", "frozenauthors": [ { "first_name": "Karina", "middle_name": "", "last_name": "Tachihara", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Adele", "middle_name": "", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Norman", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29753/galley/19608/download/" } ] }, { "pk": 29766, "title": "Learning Hidden Causal Structure from Temporal Data", "subtitle": null, "abstract": "Past research indicates that humans can infer hidden causesfrom covariational evidence, and readily use temporal informa-tion to infer relationships among events. Here we explore a set-ting in which people can attribute events to a common hiddencause or causal relationships among observed events, includingcausal cycles, purely on the basis of timing information. Wepresent data from three behavioral experiments and extend pre-viously proposed Bayesian models that makes use of order anddelay information for causal structure learning. Our findingssupport the idea that people rely on the delays between eventsrather than order information alone. Meanwhile, deviationsfrom our model predictions suggest that people have an induc-tive bias against common hidden causes and rely on heuristicsto distinguish between causal structures, such as event over-laps, at least with the cover story considered in these experi-ments. Further, our data suggest that people have particularlyflexible representations of cyclic relationships.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal; learning; temporal information; event cog-nition; Bayesian models; latent variables; particle filtering" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92t2s57g", "frozenauthors": [ { "first_name": "Simon", "middle_name": "", "last_name": "Valentin", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Neil", "middle_name": "R.", "last_name": "Bramley", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Christopher", "middle_name": "G.", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29766/galley/19620/download/" } ] }, { "pk": 29496, "title": "Learning in Social Environments with Curious Neural Agents", "subtitle": null, "abstract": "From an early age, humans are capable of learning about theirsocial environment, making predictions of how other agentswill operate and decisions about how they themselves will in-teract. In this work, we address the problem of formalizing thelearning principles underlying these abilities. We construct a cu-rious neural agent that can efficiently learn predictive models ofsocial environments that are rich with external agents inspiredby real-world animate behaviors such as peekaboo, chasing,and mimicry. Our curious neural agent consists of a controllerdriven by γ-Progress, a scalable and effective curiosity signal,and a disentangled world model that allocates separate networksfor interdependent components of the world. We show that ourdisentangled curiosity-driven agent achieves higher learning ef-ficiency and prediction performance than strong baselines. Cru-cially, we find that a preference for animate attention emergesnaturally in our model, and is a key driver of performance. Fi-nally we discuss future directions including applications of ourframework to modeling human behavior and designing earlyindicators for developmental variability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "world models; curiosity; social cognition" } ], "section": "Agend-based Models", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n36z63m", "frozenauthors": [ { "first_name": "Megumi", "middle_name": "", "last_name": "Sano", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Julian", "middle_name": "De", "last_name": "Freitas", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Nick", "middle_name": "", "last_name": "Haber", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Daniel", "middle_name": "L. K.", "last_name": "Yamins", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29496/galley/19356/download/" } ] }, { "pk": 29970, "title": "Learning sequential patterns from graphical programs", "subtitle": null, "abstract": "How do people learn complex rules? We introduce a novel paradigm called ”Track-A-Mole”, in which participants have tolearn about and predict the moves of a cartoon mole, whose movements are generated by graphical programs. Our resultsshow that participants can learn to predict richly structured programs, and often require only few observations to do so,showing rapid learning and early insights about the underlying patterns. Moreover, we found that how learnable a programis can be predicted by features related to its complexity and compressibility. Finally, participants also show interestingpatterns of generalizations, assuming more parsimonious rules first and then gradually adjusting their predictions to morecomplex regularities, as well as matching their predictions to the general direction of movements and producing sensi-ble errors. These results extend our understanding of complex rule learning and open up future opportunities to modelsequential pattern predictions as graphical program induction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0v08s6wh", "frozenauthors": [ { "first_name": "Anselm", "middle_name": "", "last_name": "Rothe", "name_suffix": "", "institution": "Max Planck Institute for Human Development, Berlin", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics, Tbingen", "department": "" }, { "first_name": "Mathias", "middle_name": "", "last_name": "Sabl-Meyer", "name_suffix": "", "institution": "Universit Paris-Saclay", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Azzurra", "middle_name": "", "last_name": "Ruggeri", "name_suffix": "", "institution": "Max Planck Institute for Human Development, Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29970/galley/19824/download/" } ] }, { "pk": 29943, "title": "Learning the internal structure of novel categories", "subtitle": null, "abstract": "How do we learn the internal feature co-occurrence structure of a new category? We constructed novel animal categoriesusing a network science framework in order to examine category structure learning. Two categories were defined bydistinct graph structures in which nodes corresponded to features (e.g., bushy tail, black fur) and edges captured within-category feature co-occurrences. The graphs contained isomorphic core structures, in which certain features occurred inall category exemplars. In a high-modularity graph, additional features formed clusters of co-occurring features, whereasin the low-modularity graph additional features were randomly distributed. Participants learned about these categories ina missing-feature task which probed different kinds of category structure knowledge. Though core structure was identicalacross categories, core structure was better learned in the high- relative to low-modularity category. This suggests thatlearning features of a new category is influenced by the global structure of the concept.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hq0t8k9", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Solomon", "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": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29943/galley/19797/download/" } ] }, { "pk": 29362, "title": "Learning to build physical structures better over time", "subtitle": null, "abstract": "Our ability to plan and build a wide array of physicalstructures, from sand castles to skyscrapers, is a definingfeature of modern human intelligence. What cognitive toolsenable us to create such complex and varied structures?Here we investigate how practice “reverse-engineering” a setof physical structures impacts the procedures that peoplesubsequently use to build those structures, as well as how wellthey build them over time. Participants (N=105) viewed 2Dsilhouettes of 8 unique block towers in a virtual environmentsimulating rigid-body physics, and aimed to reconstruct eachone in less than 60 seconds. We found that people learnto build each tower more accurately and quickly acrossrepeated attempts, and that these gains reflect both group-levelconvergence upon a smaller set of viable policies, as wellas error-dependent updating of each individual’s strategies.Taken together, our study provides novel insight into howhumans learn from prior experience to discover better solutionsto physical reasoning problems over time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "planning; spatial reasoning; intuitive physics;construction; action" } ], "section": "Human Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6k61n95b", "frozenauthors": [ { "first_name": "Will", "middle_name": "", "last_name": "McCarthy", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Kirsh", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Fan", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29362/galley/19223/download/" } ] }, { "pk": 29794, "title": "Learning to cooperate: Emergent communication in multi-agent navigation", "subtitle": null, "abstract": "Emergent communication in artificial agents has been studiedto understand language evolution, as well as to develop artifi-cial systems that learn to communicate with humans. We showthat agents performing a cooperative navigation task in variousgridworld environments learn an interpretable communicationprotocol that enables them to efficiently, and in many cases,optimally, solve the task. An analysis of the agents’ policiesreveals that emergent signals spatially cluster the state space,with signals referring to specific locations and spatial direc-tions such as left, up, or upper left room. Using populationsof agents, we show that the emergent protocol has basic com-positional structure, thus exhibiting a core property of naturallanguage.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reinforcement learning; emergent communication;multiagent; cooperative game" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7x93x446", "frozenauthors": [ { "first_name": "Ivana", "middle_name": "", "last_name": "Kaji ́", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Eser", "middle_name": "", "last_name": "Aygun", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Doina", "middle_name": "", "last_name": "Precup", "name_suffix": "", "institution": "DeepMind", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29794/galley/19648/download/" } ] }, { "pk": 29513, "title": "Learning to refer informatively by amortizing pragmatic reasoning", "subtitle": null, "abstract": "A hallmark of human language is the ability to effectively andefficiently convey contextually relevant information. One the-ory for how humans reason about language is presented in theRational Speech Acts (RSA) framework, which captures prag-matic phenomena via a process of recursive social reasoning(Goodman & Frank, 2016). However, RSA represents idealreasoning in an unconstrained setting. We explore the idea thatspeakers might learn to amortize the cost of RSA computationover time by directly optimizing for successful communicationwith an internal listener model. In simulations with groundedneural speakers and listeners across two communication gamedatasets representing synthetic and human-generated data, wefind that our amortized model is able to quickly generate lan-guage that is effective and concise across a range of contexts,without the need for explicit pragmatic reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reference" }, { "word": "Pragmatics" }, { "word": "rational speech acts" }, { "word": "emer-gent communication" } ], "section": "Pragmatics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7n1717h7", "frozenauthors": [ { "first_name": "Julia", "middle_name": "", "last_name": "White", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Jesse", "middle_name": "", "last_name": "Mu", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29513/galley/19373/download/" } ] }, { "pk": 29467, "title": "Learning under uncertainty changes during adolescence", "subtitle": null, "abstract": "As we transition from child to adult, we navigate the worlddifferently. In this world, many of the relationships betweenevents are unclear or uncertain because they are probabilisticin nature. We wanted to know how learning about probabilis-tic relationships changes with development and to interrogatethe underlying processes. We investigated these questions in aprobabilistic reinforcement learning task (The Butterfly Task)with 302 participants aged 8-30. We found performance in thistask increased with age through early-twenties, then stabilized.Using hierarchical Bayesian methods to fit computational rein-forcement learning models, we showed that this performanceincrease was driven by 1) an increase in learning rate (i.e. de-crease in integration time horizon); 2) a decrease in exploratorychoices. By contrast, forgetting rates did not change with age.We discuss our findings in the context of other studies and hy-potheses about adolescent brain development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reinforcement learning; computational modeling;uncertainty; development" } ], "section": "Language and Uncertainty", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3b63g5xq", "frozenauthors": [ { "first_name": "Liyu", "middle_name": "", "last_name": "Xia", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Sarah", "middle_name": "L.", "last_name": "Master", "name_suffix": "", "institution": "Max Planck Institute for Biological Cybernetics", "department": "" }, { "first_name": "Maria", "middle_name": "", "last_name": "Eckstein", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Linda", "middle_name": "", "last_name": "Wilbrecht", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Anne", "middle_name": "G. E.", "last_name": "Collins", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29467/galley/19327/download/" } ] }, { "pk": 29420, "title": "Learning via Insight", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "insight; creativity; computational modelling; ahaexperience; semantic activation; phenomenology" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2ps981x6", "frozenauthors": [ { "first_name": "Jasmin", "middle_name": "M.", "last_name": "Kizilirmak", "name_suffix": "", "institution": "German Center for Neurodegenerative Diseases", "department": "" }, { "first_name": "Maxi", "middle_name": "", "last_name": "Becker", "name_suffix": "", "institution": "Humboldt University of Berlin", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Colin", "name_suffix": "", "institution": "Gent University", "department": "" }, { "first_name": "Linden", "middle_name": "J.", "last_name": "Ball", "name_suffix": "", "institution": "University of Central Lancashire", "department": "" }, { "first_name": "Margaret", "middle_name": "E.", "last_name": "Webb", "name_suffix": "", "institution": "The University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29420/galley/19280/download/" } ] }, { "pk": 29393, "title": "Learning what is relevant for rewards via value-based serial hypothesis testing", "subtitle": null, "abstract": "Learning what is relevant for reward is a ubiquitous and crucialtask in daily life, where stochastic reward outcomes can de-pend on an unknown number of task dimensions. We designeda paradigm tailored to study such complex scenarios. In the ex-periment, participants configured three-dimensional stimuli byselecting features for each dimension and received probabilis-tic feedback. Participants selected more rewarding featuresover time, demonstrating learning. To investigate the learningprocess, we tested two learning strategies, feature-based rein-forcement learning and serial hypothesis testing, and found ev-idence for both. The extent to which each strategy was engageddepended on the instructed task complexity: when instructedthat there were fewer relevant dimensions (and therefore fewerreward-generating rules were possible) people tended to seri-ally test hypotheses, whereas they relied more on learning fea-ture values when more dimensions were relevant. To explainthe behavioral dependency on task complexity and instruc-tions, we tested variants of the value-based serial hypothesistesting model. We found evidence that participants constructedtheir hypothesis space based on the instructed task condition,but they failed to use all the information provided (e.g. rewardprobabilities). Our current best model can qualitatively capturethe difference in choice behavior and performance across taskconditions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "representation learning; reinforcement learning;serial hypothesis testing; active learning" } ], "section": "Judgement and Decision Making", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40h5n1z6", "frozenauthors": [ { "first_name": "Mingyu", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Yael", "middle_name": "", "last_name": "Niv", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Ming", "middle_name": "Bo", "last_name": "Cai", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29393/galley/19254/download/" } ] }, { "pk": 29874, "title": "Learning word-referent mappings and concepts from raw inputs", "subtitle": null, "abstract": "How do children learn correspondences between the language and the world from noisy, ambiguous, naturalistic input?One hypothesis is via cross-situational learning: tracking words and their possible referents across multiple situationsallows learners to disambiguate correct word-referent mappings (Yu and Smith, 2007). While previous models of cross-situational word learning operate on highly simplified representations, recent advances in multimodal learning have shownpromise as richer models of cross-situational word learning to enable learning the meanings of words from raw inputs.Here, we present a neural network model of cross-situational word learning that leverages some of these ideas and examineits ability to account for a variety of empirical phenomena from the word learning literature.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99s3t8pv", "frozenauthors": [ { "first_name": "Wai", "middle_name": "Keen", "last_name": "Vong", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Brenden", "middle_name": "", "last_name": "Lake", "name_suffix": "", "institution": "NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29874/galley/19728/download/" } ] }, { "pk": 30005, "title": "Leftward Visuospatial Bias Predicts Childrens Reading Fluency", "subtitle": null, "abstract": "Neurotypical children have been shown to display a leftward visuospatial attention bias while children with dyslexia(i.e., children with a reading disorder characterized by slow and/or inaccurate word recognition) have been shown todisplay a relatively rightward visuospatial attention bias. Researchers have speculated that leftward bias in young childrenmay be driven by their beginning reading education in languages read from left to right. Here, we investigated whetherspatial bias may be related to the acquisition of reading skills among a sample of children in grades 1 to 3. We assessedthe relationship between spatial bias (measured using the landmark task) and performance on (1) a rapid automatizednaming test (a predictor of reading fluency) and (2) a word-identification test. We found that leftward bias predicts rapidautomatized naming but not word identification. This finding has implications for understanding the potential role ofspatial bias in reading and dyslexia.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51m950r4", "frozenauthors": [ { "first_name": "Debby", "middle_name": "", "last_name": "Cheng", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Sabine", "middle_name": "", "last_name": "Kastner", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30005/galley/19859/download/" } ] }, { "pk": 29527, "title": "Leveraging Computer Vision Face Representation to Understand Human FaceRepresentation", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Face Space; Similarity Judgement; Social Percep-tion; First Impressions; Computer Vision" } ], "section": "Attention and Faces", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gq5864j", "frozenauthors": [ { "first_name": "Chaitanya", "middle_name": "K.", "last_name": "Ryali", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Xiaotian", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Angela", "middle_name": "J.", "last_name": "Yu", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29527/galley/19387/download/" } ] }, { "pk": 29907, "title": "Leveraging Machine Learning to Automatically Derive Robust Planning Strategiesfrom Biased Models of the Environment", "subtitle": null, "abstract": "Teaching clever heuristics is a promising approach to improvedecision-making. We can leverage machine learning to dis-cover clever strategies automatically. Current methods requirean accurate model of the decision problems people face inreal life. But most models are misspecified because of lim-ited information and cognitive biases. To address this prob-lem we develop strategy discovery methods that are robustto model misspecification. Robustness is achieved by model-ing model-misspecification and handling uncertainty about thereal-world according to Bayesian inference. We translate ourmethods into an intelligent tutor that automatically discoversand teaches robust planning strategies. Our robust cognitivetutor significantly improved human decision-making when themodel was so biased that conventional cognitive tutors were nolonger effective. These findings highlight that our robust strat-egy discovery methods are a significant step towards leverag-ing artificial intelligence to improve human decision-makingin the real world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "automatic strategy discovery; cognitive tutors; ro-bust reinforcement learning; decision-making" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91q6r08m", "frozenauthors": [ { "first_name": "Anirudha", "middle_name": "", "last_name": "Kemtur", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Yash", "middle_name": "Raj", "last_name": "Jain", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Aashay", "middle_name": "", "last_name": "Mehta", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Frederick", "middle_name": "", "last_name": "Callaway", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Saksham", "middle_name": "", "last_name": "Consul", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Jugoslav", "middle_name": "", "last_name": "Stojcheski", "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": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29907/galley/19761/download/" } ] }, { "pk": 29855, "title": "Leveraging Unstructured Statistical Knowledge in aProbabilistic Language of Thought", "subtitle": null, "abstract": "One hallmark of human reasoning is that we can bring to beara diverse web of common-sense knowledge in any situation.The vastness of our knowledge poses a challenge for the prac-tical implementation of reasoning systems as well as for ourcognitive theories – how do people represent their common-sense knowledge? On the one hand, our best models of so-phisticated reasoning are top-down, making use primarily ofsymbolically-encoded knowledge. On the other, much of ourunderstanding of the statistical properties of our environmentmay arise in a bottom-up fashion, for example through asso-ciationist learning mechanisms. Indeed, recent advances in AIhave enabled the development of billion-parameter languagemodels that can scour for patterns in gigabytes of text from theweb, picking up a surprising amount of common-sense knowl-edge along the way—but they fail to learn the structure of co-herent reasoning. We propose combining these approaches, byem- bedding language-model-backed primitives into a state-of-the-art probabilistic programming language (PPL). On twoopen-ended reasoning tasks, we show that our PPL modelswith neural knowledge components characterize the distribu-tion of human responses more accurately than the neural lan-guage models alone, raising interesting questions about howpeople might use language as an interface to common-senseknowledge, and suggesting that building probabilistic modelswith neural language-model components may be a promisingapproach for more human-like AI.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "probabilistic language of thought; language mod-els; neurosymbolic reasoning; common sense" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qg6c08r", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "K.", "last_name": "Lew", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Vikash", "middle_name": "K.", "last_name": "Mansinghka", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29855/galley/19709/download/" } ] }, { "pk": 29566, "title": "Lexical Associations in a Native and Non-Native LanguageAffect Retrieval-Induced Forgetting", "subtitle": null, "abstract": "Recent work suggests that speakers’ lexical networks in theirnative and secondary languages are organized somewhatdifferently, with native languages showing greatersystematicity. We here test this claim in a new way, bymaking use of the “Retrieval-induced forgetting” effect(RIF). Specifically, practicing previously encodedinformation through rehearsal is expected to result in bettermemory for that information, regardless of which languagethe information is encoded. The RIF effect involves thesuppression of information that is associated with thepracticed information but is itself unpracticed. Since RIF isunderstood to rely on the association between the practicedand unpracticed memories, we predict it will be weaker whenapplied in a language with weaker or less systematicallyorganized lexical associations. Results confirm that while theexpected practice effect was evident in participants’ nativeand second languages, the RIF effect was only significant inparticipants’ native language. We discuss the relevance andimplications of this finding for second language speakers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "retrieval-induced forgetting" }, { "word": "second language" }, { "word": "memory" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0dj8v09t", "frozenauthors": [ { "first_name": "Madalina", "middle_name": "", "last_name": "Vlasceanu", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Karina", "middle_name": "", "last_name": "Tachihara", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Adele", "middle_name": "", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Alin", "middle_name": "", "last_name": "Coman", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29566/galley/19426/download/" } ] }, { "pk": 29796, "title": "Lexicalization of quantificational forces in adverbial and determiner domains", "subtitle": null, "abstract": "Which quantificational forces do languages encode lexically?When a language features multiple quantificational scales(e.g. determiner and adverbial quantification), does the pat-tern of lexicalization of quantificational forces we discoverfor one scale correlate with those of other scales? We useEnglish as a first test case for examining these questions,adapting the basic ideas of Lewis (1975) into the hypothesisthat English lexical quantifiers unrelated to cardinal numbersor definite descriptions, determiner and adverbial alike, haveone of six quantificational forces. To begin to test this claimempirically, we elicited speaker interpretations of a range ofquantifiers in a web-based study. Dividing participants into anadverbial condition and a determiner condition, we gave acontext specifying a 100-day period and asked participants tojudge the quantificational force of quantified sentences denot-ing an individual’s daily activities during this period. Wefound evidence of cross-scale correspondences but fewerquantificational forces than expected. These results providepreliminary evidence for parts of our hypothesis but suggest aneed for future research that covers more lexical items, lan-guages, and quantificational scales.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "adverbs of quantification; quantifiers; Q-adverbs" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2p908196", "frozenauthors": [ { "first_name": "Johanna", "middle_name": "", "last_name": "Alstott", "name_suffix": "", "institution": "Harvard College", "department": "" }, { "first_name": "Masoud", "middle_name": "", "last_name": "Jasbi", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29796/galley/19650/download/" } ] }, { "pk": 29543, "title": "Limitations of Statistical Learning: the Case of Paradigmatic Relations", "subtitle": null, "abstract": "Extensive statistical learning literature suggests that regularities between co-occurring items can be learned implicitly.However, little is known whether higher-order statistics, such as paradigmatic relations, can be learned implicitly. Paradig-matic relations link items that may not co-occur but share each others patterns of co-occurrence. For example, A and Bare paradigmatically related when they both co-occur with C (e.g., A-C, B-C). Therefore, paradigmatic relations could,in principle, be implicitly learned through co-occurrence regularities. Here, we modified a contextual cueing task, wheresome of the targets independently appeared within distractors that had the same spatial configuration. We found that onlyparticipants who noticed the repeating distractor patterns tend to learn the paradigmatic relations, while most participantswere able to learn the simple co-occurring regularities. Our findings imply that the ability to learn simple co-occurrenceregularities is not sufficient for forming paradigmatic relations and that explicit attention may be critical.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cw11066", "frozenauthors": [ { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Olivera", "middle_name": "", "last_name": "Savic", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Jangjin", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "The University of Iowa", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Dennis", "name_suffix": "", "institution": "The University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29543/galley/19403/download/" } ] }, { "pk": 29997, "title": "Limited Domain Structure for Conjunction Errors", "subtitle": null, "abstract": "People make conjunction errors, rating a conjunction as morelikely than one of its constituents, across many different typesof problems. They commit the conjunction fallacy in problemsof social judgment, in physical reasoning tasks, and in gam-bles of pure chance. Doctors commit the fallacy when mak-ing judgments about hypothetical patients. Do all these errorsshare an underlying cause? Or does the fallacy arise indepen-dently in different types of reasoning? In a series of studies, welook for structure in conjunction errors across various types ofproblems. We find that error magnitudes are related for someclusters of items, but there does not appear to be a universalrelationship between all cases of this fallacy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "fallacies; heuristics; rationality; conjunction fal-lacy" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8pj1j6z9", "frozenauthors": [ { "first_name": "Ethan", "middle_name": "", "last_name": "Ludwin-Peery", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29997/galley/19851/download/" } ] }, { "pk": 29350, "title": "Limits on Predictability of Risky Choice Behavior", "subtitle": null, "abstract": "Research in decision-making has recently begun to empha-size predictive accuracy as the dominant principle for design-ing and evaluating choice models. This emphasis has led tothe development of increasingly more precise models of hu-mans’ risk preferences, as measured in certain experimentalparadigms built upon certainty equivalence testing. In thispaper, we argue that the level of precision attained by recentchoice models is unexpected, because human preferences areirreducibly noisy. We support this argument by conducting ex-periments to measure intra-observer consistency in choice be-havior in two common risk preference paradigms: decisionsfrom description and experience. We find that while currentchoice models of decisions from experience align fairly wellwith the upper limits of choice consistency seen in our experi-mental data, choice models for decisions from description aresignificantly more consistent with humans’ choices than thehumans themselves are consistent with their own choices. Wediscuss some theoretical and practical implications of our re-sults.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "risk preferences; predictability; decisions from ex-perience; choice modelling" } ], "section": "Choices and Decisions", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ch0v2rv", "frozenauthors": [ { "first_name": "Anjali", "middle_name": "", "last_name": "Sifar", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" }, { "first_name": "Nisheeth", "middle_name": "", "last_name": "Srivastava", "name_suffix": "", "institution": "Indian Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29350/galley/19211/download/" } ] }, { "pk": 29468, "title": "Linguistic Overhypotheses in Category Learning:Explaining the Label Advantage Effect", "subtitle": null, "abstract": "When learning to partition the world into categories, peoplerely on a set of assumptions (overhypotheses) about possi-ble category structures. Here we propose that the nature ofthese overhypotheses depends on the presence of a verbal la-bel associated with a given category. We describe a computa-tional model that demonstrates how labels can either acceler-ate or hinder category learning, depending on whether or notthe prior beliefs imposed by their presence align with the truecategory structure. This account provides an explanation forthe phenomena described in prior experimental work (Lupyan,Rakison, & McClelland, 2007; Brojde, Porter, & Colunga,2011) that have remained unexplained by other models. Basedon these results, we argue that the overhypothesis theory of la-bel effects provides a way to formalize and quantify the effectof language on category learning and to develop a more precisedelineation between linguistic and non-linguistic thought.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; word learning; overhypotheses;shape bias; Bayesian modeling" } ], "section": "Linguistics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1535n3bh", "frozenauthors": [ { "first_name": "Anna", "middle_name": "A.", "last_name": "Ivanova", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Matthias", "middle_name": "", "last_name": "Hofer", "name_suffix": "", "institution": "MIT", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29468/galley/19328/download/" } ] }, { "pk": 30107, "title": "Linguistic Simplification in Human-Computer Interaction: Implications for theCognitive Foundations of Language", "subtitle": null, "abstract": "How can a range of syntactic variation within a language be explained, particularly when linguistic expressions producedby native speakers in one context clearly violate syntactic norms? To answer this question, we investigate the properties ofinformation requests that arise in the context of human-computer interaction, such as ’most home runs player 1975 age’.The results of a production study that compares the structural complexity of information requests in human-computervs. human-human condition show that participants in the former condition tend to use simpler syntactic structures andfewer relative clauses, compared to that in the human-human condition, despite syntactic priming. Our results suggestthat speakers in the human-computer context utilize a qualitatively different type of formal grammar, linear grammar(Jackendoff & Wittenberg, 2017) as opposed to hierarchical grammar. The study contributes to the theoretical discussionon what constitutes a lower bound on complexity in language (cf. Futrell et al., 2016).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7fx894m4", "frozenauthors": [ { "first_name": "Anastasia", "middle_name": "", "last_name": "Smirnova", "name_suffix": "", "institution": "San Francisco State University", "department": "" }, { "first_name": "Skyler", "middle_name": "", "last_name": "Ilenstine", "name_suffix": "", "institution": "San Francisco State University", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Baker", "name_suffix": "", "institution": "San Francisco State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30107/galley/19961/download/" } ] }, { "pk": 30110, "title": "Linguistic stability and change under small-scale egalitarian language contact: amixture model approach", "subtitle": null, "abstract": "This paper investigates the outcomes of small-scale egalitar-ian language contact in an attempt to address whether differentlinguistic domains exhibit different degrees of stability and re-sistance to convergence among cohabitant speakers of Jahaiand Jedek, two closely related Aslian (Austroasiatic) languagevarieties spoken in northern Peninsular Malaysia. Using non-parametric Bayesian mixture models, we find that basic vocab-ulary items show a signal that strongly matches the linguisticidentity of individuals, while data from other domains do not.This result is in agreement with other findings from the studyof language contact: basic vocabulary is said to be a domainwhere distinctions in linguistic identity are often emphasizedand maintained, while other parts of the vocabulary may beless salient for the purposes of indexing speaker identity, andare thus more prone to the effects of convergence. We demon-strate that this finding is an artifact of neither data coverage normodel choice; at the same time, we are able to identify varia-tion in basic vocabulary items across linguistic groups which issuppressed by the model we use, and outline alternative meth-ods for analyzing data of this sort.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Linguistics; Language contact; Languagechange; Bayesian modeling" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3b280987", "frozenauthors": [ { "first_name": "Chundra", "middle_name": "Aroor", "last_name": "Cathcart", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Joanne", "middle_name": "", "last_name": "Yager", "name_suffix": "", "institution": "Lund University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30110/galley/19964/download/" } ] }, { "pk": 29758, "title": "Listeners Big Five Personality Traits Predict Changes in Pupil Size During SpokenLanguage Comprehension", "subtitle": null, "abstract": "We report on findings from a pupillometry study that investigated auditory language comprehension in adults. Specifically,we assessed the participants Big Five traits and correlated them with changes in pupil size in response to socio-culturalclashes violating common gender stereotypes, such as I always buy my bras at Hudsons Bay spoken by a male speaker.Morpho-syntactic errors, such as She usually drive (as opposed to drives) her car slowly, and semantic anomalies, such asPeople often read heads (as opposed to books), were included as controls.Results obtained from 88 native speakers of North American English suggest that the processing of different kinds oflinguistic clashes is correlated with different Big Five traits. The results expand on findings in Hubert and Jrvikivi (2019),and add support to theories of linguistic comprehension in which extra-linguistic variables are considered early in theprocess (see e.g. Van Berkum et al., 2008, 2009).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/85p3d30p", "frozenauthors": [ { "first_name": "Isabell", "middle_name": "Hubert", "last_name": "Lyall", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Juhani", "middle_name": "", "last_name": "Jrvikivi", "name_suffix": "", "institution": "University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29758/galley/19613/download/" } ] }, { "pk": 30042, "title": "Look before you leap: Quantitative tradeoffs between peril and reward in actionunderstanding", "subtitle": null, "abstract": "When we reason about the goals of others, how do we balance the positive outcomes that actions led to, with the potentiallybad ways those actions could have ended? In a four-part experiment, we tested whether and how adults (full study) and6- to 8-year-old children (ongoing study) expect other agents to take account of the ways their goal-directed action couldhave failed. Across 4 different tasks, we found that adults expected others to negatively appraise perilous situations (deeptrenches), to minimize the danger of their actions, and to trade off danger and reward in their action plans. Our preliminarychildrens study shows similar trends. These results suggest that people appeal to peril-how badly things could go if onesactions fail-when explaining and predicting other peoples actions, and also make quantitative inferences that are finelytuned to the degree of peril and reward that others face.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7tt8j524", "frozenauthors": [ { "first_name": "Nensi", "middle_name": "", "last_name": "Gjata", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Tomer", "middle_name": "D.", "last_name": "Ullman", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Spelke", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Shari", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30042/galley/19896/download/" } ] }, { "pk": 30072, "title": "Looking downward to the future: Chinese minds eye in time space", "subtitle": null, "abstract": "Westerners are reported to more often direct their eyes upward when thinking about the future and downward whenconceptualizing the past. It is unknown whether this vertical space-time mapping is universally true. We studied Mandarinspeakers gaze positions when they mentally displaced themselves for one minute into the past or future. Unlike westerners,Chinese directed their eyes more downward when conceptualizing the future than the past; such effects were not due todifferences in emotion or thinking difficulty between the past and future. Another study of Chinese peoples eyes duringsentence comprehension showed that participants had higher gazing positions when processing past-related sentencesthan when processing future-related sentences. These eye-gaze related correlates of a vertical mental timeline appearedearlier when processing sentences with space-time metaphors than with neutral time expressions. The differences betweenChinese and westerners show that language and culture can shape peoples eye movements when processing time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5k44r8q4", "frozenauthors": [ { "first_name": "Yeqiu", "middle_name": "", "last_name": "Zheng", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Yan", "middle_name": "", "last_name": "Gu", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Rein", "middle_name": "", "last_name": "Cozijn", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Swerts", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30072/galley/19926/download/" } ] }, { "pk": 29425, "title": "Loss Functions Modulate the Optimal Bias-Variance Trade-off", "subtitle": null, "abstract": "Prediction problems vary in the extent to which accuracy isrewarded and inaccuracy is penalized—i.e., in their loss func-tions. Here, we focus on a particular feature of loss functionsthat controls how much large errors are penalized relative tohow much precise correctness is rewarded: convexity. Weshow that prediction problems with convex loss functions (i.e.,those in which large errors are particularly harmful) favor sim-pler models that tend to be biased, but exhibit low variability.Conversely, problems with concave loss functions (in whichprecise correctness is particularly rewarded) favor more com-plex models that are less biased, but exhibit higher variabil-ity. We discuss how this relationship between the bias-variancetrade-off and the shape of the loss function may help explainfeatures of human psychology, such as dual-process psychol-ogy and fast versus slow learning strategies, and inform statis-tical inference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Judgment; decision-making; dual-process theory;statistics" } ], "section": "Complex Dynamics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cw501c4", "frozenauthors": [ { "first_name": "Adam", "middle_name": "", "last_name": "Bear", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29425/galley/19285/download/" } ] }, { "pk": 29979, "title": "Machine Learning Optimizes Assessment: New Insights for the Development ofNumerosity Estimation", "subtitle": null, "abstract": "In a conventional number-line task, a given number that varies every trial is estimated on a line flanked with 0 and anupper-bound number. An upper-bound number is often arbitrarily selected, although this design variable has been shownto affect non-linearity in estimates. Examining estimates of varying given numbers (design variable 1) with varying upper-bound numbers (design variable 2) can be costly because adding another design variable into the task drastically increasesthe number of trials required to examine the numerical representation. In the present study, a novel Bayesian machinelearning algorithm, dubbed Gaussian Process Active Learning (GPAL), was used to make this costly paradigm feasible bypresenting only the most informative combinations of the design variables every trial. We found that children were morelogarithmic than adults across upper bounds, replicating log-to-linear shifts in development. More importantly, childrenand even educated adults became more logarithmic as the upper bound increased, indicating the persistent use of logrepresentation across age groups.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ng594bq", "frozenauthors": [ { "first_name": "Sang", "middle_name": "Ho", "last_name": "Lee", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Dan", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Opfer", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Jay", "middle_name": "", "last_name": "Myung", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29979/galley/19833/download/" } ] }, { "pk": 29345, "title": "Making Science Accessible: A Co-design of Non-visual Representations for VisuallyImpaired Students", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Psychology Education; Accessibility; InclusiveDesign; Co-design; Cross-sensory Representation" } ], "section": "Workshop", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6kk6b669", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Schiafone", "name_suffix": "", "institution": "University of Guelph-Humber", "department": "" }, { "first_name": "Runa", "middle_name": "", "last_name": "Patel", "name_suffix": "", "institution": "York University", "department": "" }, { "first_name": "Pui", "middle_name": "Yee Nikkie", "last_name": "To", "name_suffix": "", "institution": "OCAD University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Coppin", "name_suffix": "", "institution": "OCAD University", "department": "" }, { "first_name": "Marta", "middle_name": "", "last_name": "Wnuczko", "name_suffix": "", "institution": "OCAD University", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Ingino", "name_suffix": "", "institution": "SenseTech Solutions", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29345/galley/19206/download/" } ] }, { "pk": 29828, "title": "Malleability of Working Memory Through Chess in Schoolchildren—\nA Two-Year Intervention Study", "subtitle": null, "abstract": "Working memory is the ability to actively maintain\ninformation in conscious awareness, carry out cognitive\noperations on it, and produce an outcome. Working\nmemory holds a small amount of information in the mind\nand is used in the execution of cognitive tasks, in contrast\nto long-term memory, which is extensive. Many\nimportant cognitive behaviors, such as reading,\nreasoning, and problem-solving, require working\nmemory because for each of these activities, some\ninformation must be maintained in an accessible state\nwhile new information is processed and potentially\ndistracting information is ignored. While the effect of\nchess training on intelligence and academic performance\nhas been examined, its impact on working memory needs\nto be studied. This study, funded by the Cognitive Science\nResearch Initiative, Department of Science and\nTechnology, Government of India, analyzed the effect of\n2-year chess training on the working memory of children.\nA pretest–posttest with control group design was used.\nThe randomly selected sample consisted of 88 children in\nthe experimental group and 90 children in the control\ngroup for the baseline and first-year assessments.\nChildren of both genders studying in school (grades 3 to\n9) comprised the sample. At the second-year assessment,\nthere were 80 children in the experimental group and 77\nin the control group. The experimental group underwent\nweekly chess training for 2 years, while the control group\nwas actively involved in sports and extracurricular\nactivities offered by the school. Working memory was\nmeasured by two subtests of Wechsler Intelligence Scale\nfor Children—Fourth Edition (WISC-IV) INDIA. The\nchildren were trained using Winning Moves curriculum,\naudiovisual learning method, hands-on chess training and\nrecording the games using score sheets, and analyzing\ntheir mistakes. They were also trained in Opening theory,\nCheckmating techniques, End-game theory, and Tactical\nprinciples. Analysis of covariance revealed that the\nexperimental group had significant gains in working\nmemory compared to the control group. The present study\nsupports a link between chess training and working\nmemory. The transfer of skills acquired in chess training\nto the improvement of working memory could be\nattributed to the fact that while playing chess, children\nevaluate positions, visualize new positions in their mind,\nevaluate the pros and cons of each move, and choose\nmoves based on the information stored in their mind. If\nworking memory’s capacity could be expanded or made\nto function more efficiently, it could result in the\nimprovement of executive functions as well as the\nscholastic performance of the child.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Chess training; cognitive development;\nexecutive functions; schoolchildren; working memory" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55g8446v", "frozenauthors": [ { "first_name": "Ebenezer", "middle_name": "", "last_name": "Joseph", "name_suffix": "", "institution": "P&T Audit Office (India)", "department": "" }, { "first_name": "Veena", "middle_name": "", "last_name": "Easvaradoss", "name_suffix": "", "institution": "Women’s Christian College (India)", "department": "" }, { "first_name": "Suneera", "middle_name": "", "last_name": "Abraham", "name_suffix": "", "institution": "Emmanuel Chess Centre- DST Project (India)", "department": "" }, { "first_name": "Sweta", "middle_name": "", "last_name": "Vaddadi", "name_suffix": "", "institution": "Emmanuel Chess Centre- DST Project (India)", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29828/galley/19682/download/" } ] }, { "pk": 29940, "title": "May I Have Your Attention? Testing a Subjective Attention Scale", "subtitle": null, "abstract": "The concept of ‘attention’ – our ability to focus on particularparts of the world - is a seemingly simple one. Research,however, often driven by clinicians need to diagnoseattentional deficits after brain injuries, has demonstrated itscomplexity. This has resulted in significant testing beingrequired to assess the full range of attentional abilities.Herein, we designed a Subjective Attention Scale, consistingof 15 Likert-scale questions based on five types of attentionidentified by Sohlberg and Mateer (1989). Preliminary datasuggested the scale had good psychometric properties(Cronback’s α > 0.8) and an interpretable factor structure (4factors; 49% of variance). However, it showed almost nosignificant correlations with measures from six laboratorytests of attention. Instead, analyses suggest peoples’subjective beliefs regarding their attentional abilities mapmore closely onto the Conscientiousness personality trait thanthose traits identified from clinical work.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; subjective attention; inhibition;metacognition; cognitive ability; personality." } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xm625qt", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "B.", "last_name": "Welsh", "name_suffix": "", "institution": "University of Adelaide", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29940/galley/19794/download/" } ] }, { "pk": 29613, "title": "Measuring memory integration: A metric tapping memory representation ratherthan inference", "subtitle": null, "abstract": "Our ability to link related events could be supported either byconnecting their representations in memory, or by storing themseparately but integrating their content when later drawinginferences. Here, we adapted classic memory contingencyanalyses to develop and validate an integration index designedto tap stored representations. We conducted three pre-registered experiments adopting this metric. We found positiverecall dependency for associations experienced both within thesame and across different events. Compared to a conventionalinference test, we found that recall dependency was moresensitive to a manipulation of memory integration. Leveragingrecall dependency to investigate individual differencesrevealed that better memory for contextual detail wasassociated with faster inference judgments, consistent withhigh-fidelity representations of related memories—but only forpeople who tended to store memories separately. Ourapproach, thus, provides an important tool to illuminate howrelated events are represented in memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cued recall; episodic memory; memoryintegration; memory interference; pattern separation" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n24t68x", "frozenauthors": [ { "first_name": "Wangjing", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Margaret", "middle_name": "L.", "last_name": "Schlichting", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Katherine", "middle_name": "D.", "last_name": "Duncan", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29613/galley/19472/download/" } ] }, { "pk": 29558, "title": "Measuring neural correlates of infant statistical learning using functionalnear-infrared spectroscopy", "subtitle": null, "abstract": "Statistical learning may be a key component of language learning in infancy, yet its neural basis is not well established. Thegoal of this study was to measure prefrontal cortical activity during auditory statistical learning, and to determine whetherthis activity predicted infants learning of statistical structure. Using non-invasive functional near-infrared spectroscopy(fNIRS), we recorded changes in blood oxygenation in lateral and medial prefrontal cortex in 8.5-10.5 month old infants(n=34) while they were exposed to statistical speech patterns. The stimuli consisted of 20-second videos of infant-directedspeakers speaking in either a statistical pattern or in a repeated syllable string. We found a positive association betweenright lateral prefrontal cortex activation during exposure to novel statistical speech structures, and subsequent learning ofthese patterns. These results contribute to growing evidence that prefrontal cortical activity during infancy is measurableand correlated with learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4335x42z", "frozenauthors": [ { "first_name": "Halie", "middle_name": "", "last_name": "Olson", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Lindsey", "middle_name": "", "last_name": "Powell", "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": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29558/galley/19418/download/" } ] }, { "pk": 29464, "title": "Measuring prosodic predictability in children’s home language environments", "subtitle": null, "abstract": "Children learn language from the speech in their home envi-ronment. Recent work shows that more infant-directed speech(IDS) leads to stronger lexical development. But what makesIDS a particularly useful learning signal? Here, we expandon an attention-based account first proposed by R ̈as ̈anen etal. (2018): that prosodic modifications make IDS less pre-dictable, and thus more interesting. First, we reproduce thecritical finding from R ̈as ̈anen et al.: that lab-recorded IDS pitchis less predictable compared to adult-directed speech (ADS).Next, we show that this result generalizes to the home lan-guage environment, finding that IDS in daylong recordings isalso less predictable than ADS but that this pattern is muchless robust than for IDS recorded in the lab. These results linkexperimental work on attention and prosodic modifications ofIDS to real-world language-learning environments, highlight-ing some challenges of scaling up analyses of IDS to largerdatasets that better capture children’s actual input.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "prosody; infant-directed speech; language acqui-sition; computational reproducibility" } ], "section": "Language and Uncertainty", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/24n2t490", "frozenauthors": [ { "first_name": "Kyle", "middle_name": "", "last_name": "MacDonald", "name_suffix": "", "institution": "McD Tech Labs", "department": "" }, { "first_name": "Okko", "middle_name": "", "last_name": "Rasanen", "name_suffix": "", "institution": "Aalto University", "department": "" }, { "first_name": "Marisa", "middle_name": "", "last_name": "Casillas", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Anne", "middle_name": "S.", "last_name": "Warlaumont", "name_suffix": "", "institution": "UCLA", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29464/galley/19324/download/" } ] }, { "pk": 29718, "title": "Measuring the costs of planning", "subtitle": null, "abstract": "Which information is worth considering depends on how much effort it would take to acquire and process it. Fromthis perspective peoples tendency to neglect considering the long-term consequences of their actions (present bias) mightreflect that looking further into the future becomes increasingly more effortful. In this work, we introduce and validatethe use of Bayesian Inverse Reinforcement Learning (BIRL) for measuring individual differences in the subjective costsof planning. We extend the resource-rational model of human planning introduced by Callaway, Lieder, et al. (2018) byparameterizing the cost of planning. Using BIRL, we show that increased subjective cost for considering future outcomesmay be associated with both the present bias and acting without planning. Our results highlight testing the causal effectsof the cost of planning on both present bias and mental effort avoidance as a promising direction for future work.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hp038xk", "frozenauthors": [ { "first_name": "Valkyrie", "middle_name": "", "last_name": "Felso", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Yash", "middle_name": "Raj", "last_name": "Jain", "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": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29718/galley/19575/download/" } ] }, { "pk": 30118, "title": "Memory enhancement from surprise: Investigating threshold and incrementalaccounts", "subtitle": null, "abstract": "How might surprise influence memory and learning? Isolating an item from an established category induces surprise andresults in better memory. However, it is less clear whether the degree of induced surprise correlates with better memory,or whether – regardless of degree –surprise simply triggers a uniform improvement in memory. To investigate whether thedegree of surprise has an incremental effect on memory outcomes, we gave 158 participants lists of words, varying thedegree to which a single word in the list surprisingly conflicted with the lists overarching category. Although there wasan overall boost in learning for surprising words, we found no evidence of an effect of amount of surprise on memory.Lack of evidence is not evidence of a lack, however these results provide some suggestive evidence for a threshold modelof memory enhancement from surprise. Distinguishing these accounts has important implications for affective models ofmemory 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/9v0919tr", "frozenauthors": [ { "first_name": "Carla", "middle_name": "", "last_name": "Macias", "name_suffix": "", "institution": "Rutgers University-Newark", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University-Newark", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30118/galley/19972/download/" } ] }, { "pk": 30149, "title": "Memory integration into visual perception in infancy, childhood, and adulthood", "subtitle": null, "abstract": "We compared the influence of prior knowledge on visualperception in infants, children, and adults in order to explorethe developmental trajectory by which prior knowledge isintegrated with new sensory input. Using an identical taskacross age groups, we tested how participants’ accumulatedexperience affected their ability to judge the relative saturationlevels within a pair of sequentially-presented stimuli. We foundthat infants and children, relative to adults, showed greaterinfluence of the current observation and reduced influence ofmemory in their perception. In fact, infants and childrenoutperformed adults in discriminating between different levelsof saturation, and their performance was less biased bypreviously-experienced exemplars. Thus, the development ofperceptual integration of memory leads to less precisediscrimination in the moment, but allows observers to make useof their prior experience in interpreting a complex sensoryenvironment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual perception; implicit memory; contractionbias" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8501c4sb", "frozenauthors": [ { "first_name": "Sagi", "middle_name": "", "last_name": "Jaffe-Dax", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Potter", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tiffany", "middle_name": "", "last_name": "Leung", "name_suffix": "", "institution": "Stony Brook University", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Lew-Williams", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Lauren", "middle_name": "L.", "last_name": "Emberson", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30149/galley/20003/download/" } ] }, { "pk": 29339, "title": "Mental effort: One construct, many faces?", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive control" }, { "word": "cognitive load" }, { "word": "mentalworkload" }, { "word": "resource rationality" } ], "section": "Workshop", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3f33p0sd", "frozenauthors": [ { "first_name": "Sebastian", "middle_name": "", "last_name": "Musslick", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Maria", "middle_name": "", "last_name": "Wirzberger", "name_suffix": "", "institution": "University of Stuttgart", "department": "" }, { "first_name": "Ivan", "middle_name": "", "last_name": "Grahek", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Bustamante", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Amitai", "middle_name": "", "last_name": "Shenhav", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29339/galley/19200/download/" } ] }, { "pk": 29903, "title": "Mental Imagery – Eyes Open and Shut", "subtitle": null, "abstract": "Studies of mental imagery often ask participants to attend to a\nvisual scene at the same time as their mental imagery. Despite\nthe common intuition that imagery and perception interfere\n(known as the Perky effect), results in such experiments are\nnot typically distinguished from those found when\nparticipants engage with mental imagery with their eyes\nclosed. Nevertheless, studies which demonstrate the analog\nnature of mental images by recording the time taken for\nparticipants to scan across images have consistently found\nquicker scanning speeds when participants have eyes open\npaying attention to a visual scene as compared to with eyes\nclosed. We show here that these results are due to the external\nscanning of attention across a visual scene and argue for a\nreevaluation of the results of such paradigms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mental imagery; attention; perky; projection." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0nk731xp", "frozenauthors": [ { "first_name": "Anonymous CogSci submission", "middle_name": "", "last_name": "", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29903/galley/19757/download/" } ] }, { "pk": 29989, "title": "Mental inference: Mind perception as Bayesian model selection", "subtitle": null, "abstract": "Beyond an ability to represent other people’s mental states,people can also represent different types of minds, like those ofnewborn babies, pets, and even wildlife that we rarely interactwith. While past research has shown that people have a nu-anced understanding of how minds vary, little is known abouthow we infer what kind of mind different agents have. Here wepresent a computational model of mind attribution as Bayesianinference over a space of generative models. We tested ourmodel in a simple experiment where participants watched shortvideos in the style of Heider & Simmel, 1944, and had to in-fer the representations in the agent’s mind. We find that, fromjust a few seconds, people can make accurate inferences aboutagents’ mental capacities, suggesting that people can quicklyinfer an agent’s type of mind, based on how they interact withthe world and with others.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of Mind; Computational modeling; Socialcognition" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1kh5q3xt", "frozenauthors": [ { "first_name": "Lukas", "middle_name": "", "last_name": "Burger", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29989/galley/19843/download/" } ] }, { "pk": 29423, "title": "Mental state inference from indirect evidence through Bayesian eventreconstruction", "subtitle": null, "abstract": "From childhood, people routinely explain each other’s behav-ior in terms of inferred mental states, like beliefs and desires.In many cases, however, people can also infer the mental statesof agents whose behavior we cannot see, such as when we in-fer that someone was anxious upon encountering a chewed-uppencil, or that someone left in a hurry if they left the door open.Here we present a computational model of mental-state attri-bution that works by reconstructing the actions an agent took,based on the indirect evidence that revealed their presence. Ourmodel quantitatively fits participant judgments, outperforminga simple alternative cue-based account. Our results shed lighton how people infer mental states from minimal indirect evi-dence, and provides further support to the idea that human The-ory of Mind is instantiated as a probabilistic generative modelof how unobservable mental states produce observable action.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of Mind; Computational modeling; Socialcognition" } ], "section": "Complex Dynamics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8466718p", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Lopez-Brau", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Kwon", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29423/galley/19283/download/" } ] }, { "pk": 30133, "title": "Meta-Analysis of the Neural Correlates of Finger Gnosis using ActivationLikelihood Estimation", "subtitle": null, "abstract": "Finger gnosis is the ability to mentally represent one’s fingersas distinct from one another in the absence of visual feedback.In the current paper, we conducted a quantitative meta-analysis of imaging data, using activation likelihoodestimation, to determine the neural correlates of finger gnosis.Fourteen studies contributed 294 activated foci from 225participants for analysis. The meta-analysis yielded sevenpeaks of activation located within the frontal-parietal network(i.e., medial frontal gyrus, pre- and post-central gyrus, andinferior parietal lobule) and cerebellum (i.e. culmen). Aqualitative comparison of the findings of our meta-analysiswith single-experiment fMRI investigations of finger gnosis(Andres et al., 2012; Rusconi et al., 2014) suggests thatexperimentalists’ choices of primary and control tasks haveinfluenced our understanding of the neural substrateunderlying finger gnosis. Our results may aid in the designand interpretation of behavioural and imaging experiments aswell as inform the development of computational models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Finger gnosis; finger localization; fingerdifferentiation; ALE; meta-analysis." } ], "section": "Papers accepted as Talks, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/80d28928", "frozenauthors": [ { "first_name": "Marcie", "middle_name": "", "last_name": "Penner", "name_suffix": "", "institution": "King’s University College", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Moes", "name_suffix": "", "institution": "King’s University College", "department": "" }, { "first_name": "Aaron", "middle_name": "L.", "last_name": "Cecala", "name_suffix": "", "institution": "Western University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30133/galley/19987/download/" } ] }, { "pk": 29505, "title": "Metacognition and Motivation: The Role of Time-Awarenessin Preparation for Future Learning", "subtitle": null, "abstract": "In this work, we investigate how two factors, metacognitiveskills and motivation, would impact student learning acrossdomains. More specifically, our primary goal is to identify thecritical, yet robust, interaction patterns of these two factors thatwould contribute to students’ performance in learning logicfirst and then their performance on a subsequent new domain,probability. We are concerned with two types of metacognitiveskills: strategy-awareness and time-awareness, that is, whichproblem-solving strategy to use and when to use it. Our datawere collected from 495 participants across three consecutivesemesters, and our results show that the only students who con-sistently outperform their peers across both domains are thosewho are not only highly motivated but also strategy-aware andtime-aware.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Preparation for Future Learning; MetacognitiveSkills; Motivation; Time-Awareness; Strategy-Awareness;Intelligent Tutoring Systems;" } ], "section": "Forms of Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/71z434cj", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Abdelshiheed", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Guojing", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Mehak", "middle_name": "", "last_name": "Maniktala", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Tiffany", "middle_name": "", "last_name": "Barnes", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Min", "middle_name": "", "last_name": "Chi", "name_suffix": "", "institution": "North Carolina State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29505/galley/19365/download/" } ] }, { "pk": 29438, "title": "Metaphors: Where the neighborhood in which one resides interacts with(interpretive) diversity", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Metaphor" }, { "word": "feature-listing" }, { "word": "interpretive diversity" }, { "word": "semantic neighborhood density" }, { "word": "conceptual representation." } ], "section": "Language and Meaning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2wk6x8w5", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29438/galley/19298/download/" } ] }, { "pk": 29538, "title": "Model gender influences emotion categorization", "subtitle": null, "abstract": "Perceivers view facial configurations as belonging to emotion categories, though the features of facial cues to emotionvary continuously. Little is understood about what factors beyond facial musculature influence these categorizations. Weinvestigated how an emoters gender influences how emotional cues are perceived. Eighty-four adults categorized morphedemotional faces of male and female models sampled from a neutral-angry continuum. Participants had a lower thresholdfor categorizing female faces as upset (X2=16.618, p¡.001), particularly for configurations that were closer to the angryend of the continuum. Even when provided explicit feedback on their responses, participants continued to be more likelyto identify a face as angry for female, as compared to male, models (X2=11.561, p¡.001). Therefore, judgments of emotionwere influenced by both the emotional cues displayed by a model and also the models identity. These results highlighthow the social context influences how individuals readand therefore respond toanger.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43c1h178", "frozenauthors": [ { "first_name": "Rista", "middle_name": "", "last_name": "Plate", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Kristina", "middle_name": "", "last_name": "Woodard", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Seth", "middle_name": "D", "last_name": "Pollak", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29538/galley/19398/download/" } ] }, { "pk": 29941, "title": "Modeling Gestalt Visual Reasoning on Ravens Progressive Matrices UsingGenerative Image Inpainting Techniques", "subtitle": null, "abstract": "Psychologists recognize Raven’s Progressive Matrices as an effective test of general intelligence. While many computa-tional models investigate top-down, deliberative reasoning on the test, there has been less research on bottom-up perceptualprocesses, like Gestalt image completion, that are also critical in human test performance. We investigate how Gestalt vi-sual reasoning on the Raven’s test can be modeled using generative image inpainting techniques from computer vision.We demonstrate that a reasoning agent using an off-the-shelf inpainting model trained on object photographs achieves ascore of 27/36 on the Colored Progressive Matrices, which corresponds to average performance for nine-year-old chil-dren. When our agent uses inpainting models trained on other datasets (faces, places, and textures), performance is lower.Our results illustrate how learning visual regularities in real-world images can translate into successful reasoning aboutartificial test stimuli, and also how different learning inputs translate into different levels of 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/45q0g1j5", "frozenauthors": [ { "first_name": "Tianyu", "middle_name": "", "last_name": "Hua", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Maithilee", "middle_name": "", "last_name": "Kunda", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29941/galley/19795/download/" } ] }, { "pk": 29839, "title": "Modeling Human Cognitive Flexibility with Extemporaneous Networks", "subtitle": null, "abstract": "Research in cognitive science and machine learning suggests that learning systems can use small subsets of valuabletraining items in order to quickly learn to achieve good task performance. We hypothesize that people often use smallsubsets of stored exemplars to quickly train new neural networks, called extemporaneous networks, when faced with tasksfor which they do not currently have dedicated networks. We explore this hypothesis using participants’ responses in abehavioral experiment to identify easy versus difficult training items. We find that a network confidence measure indicatesa network trained with a small set of good items provides the best account of participants’ reaction times. Furthermore,computer simulations demonstrate that learning systems can achieve good performance when trained with small sets ofeasy exemplars. Our results indicate that humans may complete tasks using extemporaneously-created networks trainedinternally on small datasets.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3b2092zv", "frozenauthors": [ { "first_name": "Joseph", "middle_name": "", "last_name": "German", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Jacobs", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29839/galley/19693/download/" } ] }, { "pk": 29717, "title": "Modeling manipulative language use", "subtitle": null, "abstract": "We propose an extension to probabilistic pragmatic models to include a dimension that allows for the modeling of argu-mentative language use. Within our extended Rational Speech Act model, argumentative strength stands for a statisticalmeasure of observational evidence which impacts a speakers utterance choice. More concretely, our model recasts speakerutility in terms of a weight parameter which varies between being purely informative and purely argumentative. We fitthe extended RSA model to empirical data from a novel production experiment. Our initial results suggest that there isroom for argumentativity on top of informativity in formalizations of pragmatic language reasoning. Crucially, we see thatthe relationship between the two is not straightforward, as the model fails to capture instances of human behavior whichare more manipulative than expected by the suggested informativity-argumentativity trade-off. All in all, our explorationprovides us with interesting insights about this relationship.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2n23t8x8", "frozenauthors": [ { "first_name": "Vinicius", "middle_name": "Macuch", "last_name": "Silva", "name_suffix": "", "institution": "Osnabrck University", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Cummins", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franke", "name_suffix": "", "institution": "Osnabrck University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29717/galley/19574/download/" } ] }, { "pk": 29810, "title": "Modeling pupillary surprise response in elementary school children withtheory-based Bayesian models", "subtitle": null, "abstract": "Affective components are frequently overlooked in computational modelling, despite the notable role of emotions in learn-ing. Towards the goal of measuring affect in learning, we developed a theory-based Bayesian model that predicts surprisebased on a learners prior beliefs and the evidence observed, and then compared the model to a physiological measure com-monly suggested to capture surprise: pupil dilation. Critically, we also investigate whether this correlation is strong whenparticipants predict the events. Comparing our model predictions to the first four test trial responses from 93 participants(mean age: 8.00 years) revealed a significant, positive correlation when making predictions (r(9)=.55, p=0.04), a negativecorrelation when only evaluating (r(9)=-.50, p=0.07), and significant difference between groups (z=2.34, p¡0.01). Nextsteps will allow us to build on this result by developing a modified Bayesian model, that takes physiological surprise as acomponent in predicting the participants learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0j25n3zn", "frozenauthors": [ { "first_name": "Joseph", "middle_name": "", "last_name": "Colantonio II", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Igor", "middle_name": "", "last_name": "Bascandziev", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Maria", "middle_name": "", "last_name": "Theobald", "name_suffix": "", "institution": "Leibniz Institute for Research and Information in Education (DIPF)", "department": "" }, { "first_name": "Garvin", "middle_name": "", "last_name": "Brod", "name_suffix": "", "institution": "Leibniz Institute for Research and Information in Education (DIPF)", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29810/galley/19664/download/" } ] }, { "pk": 30122, "title": "Modeling Second Language Preposition Learning", "subtitle": null, "abstract": "Hundreds of millions of people learn a second language (L2).1When learning a specific L2, there are common errors for na-tive speakers of a given L1 language, suggesting specific ef-fects of L1 on L2 learning. Nevertheless, language instruc-tion materials are designed based only on L2. We developa computational model that mimics the behavior of a non-native speaker of a specific language to provide a deeper un-derstanding of the problem of learning a second language. Weuse a Naive Bayes to model prepositional choices in English(L2) by native Mandarin (L1) speakers. Our results show thatboth correct and incorrect responses can be explained by thelearner’s L1 information. Moreover, our model predicts incor-rect choices with no explicit training data of non-native mis-takes. Our results thus provide a new medium to analyze anddevelop tools for L2 teaching.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Computational Model" }, { "word": "Second language learning" }, { "word": "Preposition learning" }, { "word": "N-gram model" }, { "word": "Bayesian model" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mf7m2gt", "frozenauthors": [ { "first_name": "Libby", "middle_name": "", "last_name": "Barak", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Scott", "middle_name": "Cheng-Hsin", "last_name": "Yang", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Chirag", "middle_name": "", "last_name": "Rank", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Shafto", "name_suffix": "", "institution": "Rutgers University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30122/galley/19976/download/" } ] }, { "pk": 29523, "title": "Modeling temporal attention in dynamic scenes: Hypothesis-driven resourceallocation using adaptive computation explains both objective trackingperformance and subjective effort judgments", "subtitle": null, "abstract": "Most work on attention (in terms of both psychophysical experiments and computational modeling) involves selection instatic scenes. And even when dynamic displays are used, performance is still typically characterized with only a singlevariable (such as the number of items correctly tracked in Multiple Object Tracking; MOT). But the allocation of attentionin daily life (e.g. during foraging, navigation, or play) involves both objective performance and subjective effort, and canvary dramatically from moment to moment. Here we attempt to capture this sort of rich temporal ebb and flow of attentionin a novel and generalizable adaptive computation architecture. In this architecture, computing resources are dynamicallyallocated to perform partial belief updates over both objects (in space) and moments (in time) flexibly and according totask demands. During MOT this framework is able to explain both objective tracking performance and the subjective senseof trial-by-trial effort.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Attention and Faces", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1kb0d4d0", "frozenauthors": [ { "first_name": "Eivinas", "middle_name": "", "last_name": "Butkus", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Mario", "middle_name": "", "last_name": "Belledonne", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Scholl", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Ilker", "middle_name": "", "last_name": "Yildirim", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29523/galley/19383/download/" } ] }, { "pk": 29706, "title": "Modeling the Effect of Driver’s Eye Gaze Pattern Under Workload: GaussianMixture Approach", "subtitle": null, "abstract": "This paper puts forward a Gaussian Mixture Model (GMM) foreye gaze behavior under workload and applies it to the analy-sis of gaze distributions in an automotive context. Specifically,it extends earlier work on Information Constrained Control(ICC) (Hecht, Bar-Hillel, Telpaz, Tsimhoni, & Tishby, 2019)(Hecht, Telpaz, Kamhi, Bar-Hillel, & Tisbhy, 2019) (Hecht etal., 2015) (Hecht, Telpaz, Kamhi, Bar-Hillel, & Tishby, 2018)by generating an ICC GMM derivative. We suggest a mea-sure for workload estimation based on the Kullback Leiblerdivergence (Dkl ) between tested eye gaze distributions and areference workload-free distribution. This derivative assumesdiagonal Gaussians that are distant from each other. Underthese assumptions, we achieve an analytical measure that hassignificantly fewer parameters than discrete grid-like distribu-tions (Hecht, Bar-Hillel, et al., 2019). Testing our measureon eye gazing data collected during real world driving experi-ments in a highway environment confirms the effectiveness ofthis approach.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Information Constrained Control; Gaussian Mix-ture Model; Eye gaze distribution" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/77n124rr", "frozenauthors": [ { "first_name": "Ron", "middle_name": "M.", "last_name": "Hecht", "name_suffix": "", "institution": "Advanced Technical Center Israel", "department": "" }, { "first_name": "Ariel", "middle_name": "", "last_name": "Telpaz", "name_suffix": "", "institution": "Advanced Technical Center Israel", "department": "" }, { "first_name": "Gila", "middle_name": "", "last_name": "Kamhi", "name_suffix": "", "institution": "Advanced Technical Center Israel", "department": "" }, { "first_name": "Omer", "middle_name": "", "last_name": "Tsimhoni", "name_suffix": "", "institution": "Warren Technical Center", "department": "" }, { "first_name": "Aharon", "middle_name": "Bar", "last_name": "Hillel", "name_suffix": "", "institution": "Ben-Gurion University of the Negev", "department": "" }, { "first_name": "Naftali", "middle_name": "", "last_name": "Tishby", "name_suffix": "", "institution": "The Hebrew University of Jerusalem", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29706/galley/19563/download/" } ] }, { "pk": 29759, "title": "Modeling Visuospatial Reasoning Across 17 Different Tests on the Leiter Scale of Nonverbal Intelligence", "subtitle": null, "abstract": "Understanding the computational mechanisms enabling visuospatial reasoning is important for studying human intelli-gence as well as for exploring the possibility of introducing human-like reasoning into artificial intelligence systems. Inour work, we investigate how a collection of primitive image processing operations can be combined into different co-herent strategies for solving a range of visuospatial reasoning tasks. We evaluate our approach on 20 subtests from theLeiter International Performance Scale-Revised (Leiter-R). Through our computational experiments, we show that withonly four primitive operations similarity, containment, rotation, and scaling we can form strategies that solve, to differentdegrees of success, at least portions of 17 of the 20 subtests. These results lay foundations for our future work to study howintelligent agents can learn and generalize strategies from simple task definitions in order to perform complex visuospatialreasoning tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9xd137pt", "frozenauthors": [ { "first_name": "James", "middle_name": "", "last_name": "Ainooson", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Joel", "middle_name": "", "last_name": "Michelson", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Deepayan", "middle_name": "", "last_name": "Sanyal", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Joshua", "middle_name": "Palmer", "last_name": "Palmer", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Maithilee", "middle_name": "", "last_name": "Kunda", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29759/galley/19614/download/" } ] }, { "pk": 29654, "title": "Modeling word interpretation with deep language models: The interactionbetween expectations and lexical information", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/26m1465s", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Aina", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Brochhagen", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" }, { "first_name": "Gemma", "middle_name": "", "last_name": "Boleda", "name_suffix": "", "institution": "Universitat Pompeu Fabra", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [] }, { "pk": 30113, "title": "Modelling brain activity associated with metaphor processing with distributionalsemantic models", "subtitle": null, "abstract": "In this study we investigate how lexical-semantic relations as-sociated with the literal meaning (and abstract meaning) arebeing accessed across the brain during familiar metaphor com-prehension. We utilize a data-driven whole-brain searchlightsimilarity-decoding analysis. We contrast decoding metaphoricphrases (”she’s grasping the idea”) using distributional seman-tic models of the verb in the phrase (VERB model) versus thatof the more abstract verb-sense (PARAPHRASE VERB model)obtained from literal paraphrases of the metaphoric phrases(”she’s understanding the idea”). We showed successful decod-ing with the VERB model across frontal, temporal and parietallobes mainly within areas of the language and default-modenetworks. In contrast, decoding with the PARAPHRASE VERBmodel was restricted to frontal-temporal lobes within areas ofthe language-network which overlapped to some extent withsignificant decoding with the VERB model. Overall, the re-sults suggest that lexical-semantic relations closely associatedwith the abstract meaning in metaphor processing are largelylocalized to language and amodal (multimodal) semantic mem-ory systems of the brain, while those more associated withthe literal meaning are processed across a distributed seman-tic network including areas implicated in mental imagery andsocial-cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metaphor; abstraction; distributional semantics" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9r35m0kf", "frozenauthors": [ { "first_name": "Vesna", "middle_name": "G.", "last_name": "Djokic", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Ekaterina", "middle_name": "", "last_name": "Shutova", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30113/galley/19967/download/" } ] }, { "pk": 30004, "title": "Modelling Perceptual Effects of Phonology with ASR Systems", "subtitle": null, "abstract": "This paper explores the minimal knowledge a listener needs tocompensate for phonological assimilation, one kind of phono-logical process responsible for variation in speech. We usedstandard automatic speech recognition models to represent En-glish and French listeners. We found that, first, some typesof models show language-specific assimilation patterns com-parable to those shown by human listeners. Like English lis-teners, when trained on English, the models compensate morefor place assimilation than for voicing assimilation, and likeFrench listeners, the models show the opposite pattern whentrained on French. Second, the models which best predict thehuman pattern use contextually-sensitive acoustic models andlanguage models, which capture allophony and phonotactics,but do not make use of higher-level knowledge of a lexiconor word boundaries. Finally, some models overcompensate forassimilation, showing a (super-human) ability to recover theunderlying form even in the absence of the triggering phono-logical context, pointing to an incomplete neutralization notexploited by human listeners.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "automatic speech recognition; computationalmodeling; phonological assimilation; speech perception" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19f9w0dc", "frozenauthors": [ { "first_name": "Bing’er", "middle_name": "", "last_name": "Jiang", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Ewan", "middle_name": "", "last_name": "Dunbar", "name_suffix": "", "institution": "Paris Diderot University", "department": "" }, { "first_name": "Morgan", "middle_name": "", "last_name": "Sonderegger", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Meghan", "middle_name": "", "last_name": "Clayards", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Dupoux", "name_suffix": "", "institution": "Paris Diderot University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30004/galley/19858/download/" } ] }, { "pk": 29637, "title": "Modelling the Effect of Monetary Incentives on Recognition Memory", "subtitle": null, "abstract": "While anticipated rewards have been shown to impart enhancements on memory performance, it remains unclear whetherthese benefits reflect improved encoding or more cautious decision-making. In two experiments, participants (N=47, each)encoded complex videos depicting everyday episodes and were tested for their memory of various details. Importantly,participants were informed that each video was associated with either high (25 cents) or low (1 cent) reward at eitherencoding or retrieval. We found participants were more accurate for questions relating to high reward videos only whenreward information was presented at encoding. Memory performance and response-times were modeled using a driftdiffusion model to assess the effects of reward on decision parameters. The drift rate was found to be significantly largerfor high reward videos when compared to low reward videos, only when reward was presented at encoding. These resultssuggest that reward at encoding enhances memory selectivity for detailed episodic information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0120982v", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "da Silva-Castanheira", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Azara", "middle_name": "", "last_name": "Lalla", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "A.", "middle_name": "Ross", "last_name": "Otto", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Signy", "middle_name": "", "last_name": "Sheldon", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29637/galley/19495/download/" } ] }, { "pk": 29821, "title": "Modelling the Emergence of Positional Compositional Structure", "subtitle": null, "abstract": "In a compositional language the meaning of a sentence is a function of the meaning of its parts and the way they arecombined. Recent computational models of the emergence of compositionality have focused on the emergence of wordswhich encode sub-units of meaning in sub-units of form. Decidedly less attention has been paid to the emergence of rulesgoverning the combination of these words. Our work uses LSTM networks in an iterated learning set-up to provide anaccount of how some aspects of compositional structure may emerge through cumulative cultural evolution. We presenta novel metric for assessing the degree of positional structure present in an emergent model and use it to illustrate howcanonical word order may emerge naturally in LSTM models. This supports the notion that some elements of linguisticstructure result more from the dynamics of language transmission and use than domain-specific cognitive biases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gj2s7s5", "frozenauthors": [ { "first_name": "Henry", "middle_name": "", "last_name": "Coxe-Conklin", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Stella", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Truswell", "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": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29821/galley/19675/download/" } ] }, { "pk": 29936, "title": "Modulating the coherence effect in causal-based processing", "subtitle": null, "abstract": "Causal-based cognition is thought to be relevant for human\nbeings because it allows inferring the unfolding of events.\nTheories of causal-based cognition offer researchers a way to\nunderstand inter-feature relations, above and beyond the purely\nassociative relations posited by similarity theories. In the\ncausal-model theory (a.k.a. the Generative Model), people are\nthought to categorize an exemplar depending on how likely its\nparticular feature combination is, given the category’s causal\nmodel. This mechanism predicts the coherence effect (i.e.,\nwhen people categorize, features interact). This effect has been\nwidely reported in the literature. In the current experiment, we\nsought to specify conditions that modulate the coherence\neffect. To that end, we implemented a between-subjects\nmanipulation where participants had to judge either category\nmembership or category consistency. Our results show that\nsubjects exhibit a larger coherence effect in consistency\ncondition. We discuss our results’ relevance for causal-model\ntheory and for the possibility of distinguishing causal-based\nfrom similarity-based processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal reasoning; coherence effect; causal-based\ncategorization; similarity; exemplar models" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hx5s3dr", "frozenauthors": [ { "first_name": "Nicolás", "middle_name": "", "last_name": "Marchant", "name_suffix": "", "institution": "Universidad Adolfo Ibáñez", "department": "" }, { "first_name": "Sergio", "middle_name": "E.", "last_name": "Chaigneau", "name_suffix": "", "institution": "Universidad Adolfo Ibáñez", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29936/galley/19790/download/" } ] }, { "pk": 29876, "title": "Monolingual and Bilingual Toddlers’ Reliance on the Mutual Exclusivity Principle\nand Statistics to Learn Colour Labels", "subtitle": null, "abstract": "Monolingual toddlers reportedly rely more heavily on the\nMutual Exclusivity Principle (MEP) than their age-matched\nbilingual counterparts when learning new words. Here, we re-\nvisit this issue by testing monolingual and bilingual 24-month-\nolds’ reliance on the MEP to learn novel colour labels across\nmultiple labelling instances, where cross-situational statistics\nlink a particular label to a particular colour – but not a particular\nobject. In addition, we ask whether the presentation of\natypically-coloured objects (e.g., turquoise dogs) may have\ninfluenced how readily toddlers attached novel labels to colour\nterms rather than objects. Thus far, our results demonstrate that\nmonolingual and bilingual toddlers are equally successful in\nlearning colour labels when taught with atypically-coloured\nobjects. However, only bilingual children are able to learn\ncolour labels taught with typically-coloured objects. We\nconclude that researchers need to carefully consider the\nrichness and statistical input in children’s learning\nenvironments to better understand development in diverse\nlanguage settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Child development; Language acquisition;\nBilingualism; Word learning; Statistical learning" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4251b666", "frozenauthors": [ { "first_name": "Priscilla", "middle_name": "", "last_name": "Fung", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Elizabeth", "middle_name": "K.", "last_name": "Johnson", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29876/galley/19730/download/" } ] }, { "pk": 29508, "title": "Morality justifies motivated reasoning", "subtitle": null, "abstract": "A great deal of work argues that people demand impartial,evidence-based reasoning from others. However, recentfindings show that moral values occupy a cardinal position inpeople’s evaluation of others, raising the possibility that peoplesometimes prescribe morally-good but evidentially-poorbeliefs. We report two studies investigating how peopleevaluate beliefs when these two ideals conflict and find thatpeople regularly endorse motivated reasoning when it can bemorally justified. Furthermore, we document two ways thatmoral considerations result in prescribed motivated reasoning.First, morality can provide an alternative justification forbelief, leading people to prescribe evidentially unsupportedbeliefs to others. And, second, morality can affect how peopleevaluate the way evidence is weighed by lowering or raisingthe threshold of required evidence for morally good and badbeliefs, respectively. These results illuminate longstandingquestions about the nature of motivated reasoning and thesocial regulation of belief.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "belief; ethics of belief; moral judgment; motivatedreasoning" } ], "section": "Reasoning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7zd691k0", "frozenauthors": [ { "first_name": "Corey", "middle_name": "", "last_name": "Cusimano", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29508/galley/19368/download/" } ] }, { "pk": 29734, "title": "Morphological and pseudomorphological effects in English visual wordprocessing: How much can we attribute the statistical structure of the language?", "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/0c9499g0", "frozenauthors": [ { "first_name": "Patience", "middle_name": "", "last_name": "Stevens", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Plaut", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [] }, { "pk": 30097, "title": "Morphological Parsing by Foveal Split: Evidence from Anaglyphs", "subtitle": null, "abstract": "We investigated the early moments of visual word recognition,when the retinal information—by hypothesis split verticallyalong the fovea—is divided into two visual pathways,projecting the right visual field into the left hemisphere (LH),and the left visual field into the right hemisphere (RH).Wearing red/blue anaglyph glasses, participants performed alexical decision task to compounds (FOOTBALL) andmonomorphemic words that were either pseudo-compounds(CARPET) or unsegmentable (JINGLE). The stimuli werepresented (masked, 60 ms exposure) in three colorcombinations: all black, red/blue (ipsilateral visual pathways),and blue/red (contralateral pathways). For the red/blue andblue/red conditions, the colors were split either at themorpheme boundary (legal split) or at a character to the left orto the right of the split (illegal split). We found an advantage(RT and accuracy) of compounds over non-compounds,independent of pathway, and an advantage of legal vs. illegalconstituent split. Results suggest that the visual wordrecognition system performs parsing analyses that are inconsonant with the morphological objects of the language. Theadvantage of pseudo-compounds over unsegmentablessuggests that at an early—pre-lexical—stage the system ispartially insensitive to the semantic properties of the wholeword.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual word recognition; compounds;morphological processing; split fovea theory; anaglyphs" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2f588344", "frozenauthors": [ { "first_name": "Roberto", "middle_name": "G.", "last_name": "de Almeida", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Shirley", "middle_name": "", "last_name": "Dumassais", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Caitlyn", "middle_name": "", "last_name": "Antal", "name_suffix": "", "institution": "Concordia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30097/galley/19951/download/" } ] }, { "pk": 29563, "title": "Motion recognition with biologically plausible spiking neural networks", "subtitle": null, "abstract": "Although artificial deep learning based neural networks have recently achieved impressive results on a range of realisticpattern recognition problems, it is still not completely clear how this problem is solved by the hierarchy of spiking neuronsin the brain which has inspired the deep learning approach in the first place. To achieve high accuracy on real-worldproblems artificial deep neural networks are trained using backpropagation, which is known to be biologically implausible.Recently Lillicrap et al. have proposed Feedback Alignment as a more biologically realistic algorithm able to train a deephierarchy of spiking neurons. In this work we examine whether a spiking deep neural network using such a biologicallyplausible learning algorithm is able to achieve good recognition accuracy on realistic motion recognition tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0bq1x1rw", "frozenauthors": [ { "first_name": "Souichirou", "middle_name": "", "last_name": "Harada", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Bisser", "middle_name": "", "last_name": "Raytchev", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Toru", "middle_name": "", "last_name": "Tamaki", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Kazufumi", "middle_name": "", "last_name": "Kaneda", "name_suffix": "", "institution": "Hiroshima University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29563/galley/19423/download/" } ] }, { "pk": 29823, "title": "Motor Chunking During Sequence Learning in Grid-Navigation Tasks", "subtitle": null, "abstract": "Several canonical experimental paradigms (serial reaction task, mxn task, etc.) have been proposed to study the typi-cal behavioural phenomena in a sequential motor key-press task. The repeated execution of visuomotor sequences insuch paradigms lead to overall performance improvement such that the inter-response intervals in between certain sub-sequences decreases as compared to that across other sub-sequences. This efficient and hierarchical cluster organisation iscalled motor chunking. We provide empirical evidence for motor chunking in grid-navigation sequencing tasks. The par-ticipants performed Grid-Sailing Task (GST) [Fermin et. al., 2010] that required navigating a 10x10 grid from start to goalposition while using a particular key-mapping between the 3 cursor movement directions and the 3 keyboard buttons. Thisstudy confirms the emergence of subject-specific, unique temporal patterns related to chunking after substantial practice.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5zn5g4r7", "frozenauthors": [ { "first_name": "Krishn", "middle_name": "", "last_name": "Bera", "name_suffix": "", "institution": "IIIT-Hyderabad", "department": "" }, { "first_name": "Anuj", "middle_name": "", "last_name": "Shukla", "name_suffix": "", "institution": "IIIT-Hyderabad", "department": "" }, { "first_name": "Raju", "middle_name": "", "last_name": "Bapi", "name_suffix": "", "institution": "IIIT-Hyderabad", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29823/galley/19677/download/" } ] }, { "pk": 29357, "title": "Motor interference changes meaning", "subtitle": null, "abstract": "What role does the motor system play in language understanding? Here we show that effector-specific motor interferencecan change how people interpret language about actions. An action like voting can be understood in terms of its concretedetails (writing marks on a ballot) or its abstract significance (influencing an election). If neural circuits for performingmotor actions enable people to mentally represent an actions concrete details, then occupying these circuits with a sec-ondary motor task should make the actions details harder to represent. Consistent with this hypothesis, in two experiments(N=180), tapping a complex rhythm with either the hands or the feet increased the proportion of abstract interpretations ofphrases describing actions with the same effector. Thus, meaningless motor activity causes qualitative changes in languagecomprehension: Performing different actions can lead to different understandings of the same words and phrases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Neuroscience and Psychophysics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4f60k1f2", "frozenauthors": [ { "first_name": "Omar", "middle_name": "", "last_name": "Escmez", "name_suffix": "", "institution": "University of Granada", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Gabriella", "middle_name": "", "last_name": "Vigliocco", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Julio", "middle_name": "", "last_name": "Santiago", "name_suffix": "", "institution": "University of Granada", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29357/galley/19218/download/" } ] }, { "pk": 29449, "title": "Multi-directional mappings in the minds of the Tsimane’:Size, time, and number on three spatial axes", "subtitle": null, "abstract": "From early in life, people implicitly associate time, number,and other abstract conceptual domains with space. Accord-ing to the Generalized Magnitude System proposal, these men-tal mappings reflect a common neural system for represent-ing various magnitudes, and share a common spatial organiza-tion. In a test of this proposal, here we measured mappings ofsize, time, and number in the Tsimane’, an indigenous Ama-zonian group with few of the cultural practices (like readingand math) that spatialize size, time, and number in the expe-rience of industrialized adults. On three spatial axes, the Tsi-mane’ systematically arranged imagistic stimuli according totheir magnitudes, but they showed no directional preferencesoverall and individuals often mapped different domains in op-posite directions. The results are inconsistent with predictionsof the Generalized Magnitude System proposal but can be ex-plained by Hierarchical Mental Metaphor Theory, accordingto which mental mappings initially reflect a set of correlationsobservable in the natural world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Metaphor; Magnitude; Spatial cognition;SNARC; Culture" } ], "section": "Spatial Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pg0941w", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Casasanto", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Ferrigno", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Gibson", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Steven", "middle_name": "T.", "last_name": "Piantadosi", "name_suffix": "", "institution": "UC Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29449/galley/19309/download/" } ] }, { "pk": 29798, "title": "Multimodal Learning: An Investigation Into Memory Integration AcrossRepresentational Formats", "subtitle": null, "abstract": "Learning occurs across distributed multimodal experiences. To accumulate knowledge one must integrate related infor-mation across different representational formats i.e. across text and photographs. We extended an established memoryintegration paradigm to test acquisition and integration of knowledge across different representational formats based onart history museum exhibits. Participants received integrable passage pairs in either text-text or text-text+photographformats. Even though the processing demands were higher with photographs, preliminary results indicate no significantdifferences between conditions. Future work will examine potential differences in integration across both context (class-room to museum) and representational formats (text and museum artifacts). We hypothesize that integration across contextand representational format will create higher cognitive demand than integration across representational formats; will thisbe offset by the higher information-value of museum exhibits? This research will provide key insights into multimodallearning and inform best practices for maximizing comprehension in informal learning settings such as museums.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37t276k0", "frozenauthors": [ { "first_name": "Lucy", "middle_name": "", "last_name": "Cronin-Golomb", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Patricia", "middle_name": "J.", "last_name": "Bauer", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29798/galley/19652/download/" } ] }, { "pk": 30192, "title": "Musical Pitch Affects Brightness Judgment of a Concurrent Visual Object", "subtitle": null, "abstract": "Given an apparent prevalence of audio-visual information in everyday lives, understanding how humans perceive thisinformation has gained considerable attention in cognitive science. Previous research has demonstrated that lower (vs.higher) auditory pitch and visual darkness (vs. brightness) are conceptually associated. However, little is known whetherpitch level can affect brightness judgment of a concurrent visual object. To examine this, we presented 27 participants witha random sequence composed of both higher- and lower-pitched versions of 40 musical excerpts, during each of which agrey square appeared on a white background screen. At the end of every excerpt, participants judged the brightness of eachsquare on a 7-point scale (I think this square is ; 1= dark, 7= bright). Although participants were told beforehand thatthe square brightness could be varied across questions, an identical square appeared constantly. A wilcoxon signed-ranktest showed that the same grey square was judged darker (vs. brighter) when it was presented with lower-pitched (vs.higher-pitched) music (Z=-2.931, p¡0.005).", "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/1dj6c7wf", "frozenauthors": [ { "first_name": "You", "middle_name": "Jeong", "last_name": "Hong", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Ahyeon", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Chae-Eun", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Kyogu", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Seoul National University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30192/galley/20046/download/" } ] }, { "pk": 29478, "title": "Nameability predicts subjective and objective measures of visual similarity", "subtitle": null, "abstract": "Do people perceive shapes to be similar based purely on theirphysical features? Or is visual similarity influenced by top-down knowledge? In the present studies, we demonstrate thattop-down information – in the form of verbal labels that peopleassociate with visual stimuli – predicts visual similarity asmeasured using subjective (Experiment 1) and objective(Experiment 2) tasks. In Experiment 1, shapes that werepreviously calibrated to be (putatively) perceptuallyequidistant were more likely to be grouped together if theyshared a name. In Experiment 2, more nameable shapes wereeasier for participants to discriminate from other images, againcontrolling for their perceptual distance. We discuss what theseresults mean for constructing visual stimuli spaces that areperceptually uniform and discuss theoretical implications ofthe fact that perceptual similarity is sensitive to top-downinformation such as the ease with which an object can benamed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual similarity; nameability; perceptuallyuniform; top-down processing; language" } ], "section": "Concepts and Systems", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4d531331", "frozenauthors": [ { "first_name": "Martin", "middle_name": "", "last_name": "Zettersten", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Ellise", "middle_name": "", "last_name": "Suffill", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29478/galley/19338/download/" } ] }, { "pk": 29648, "title": "Neonatal imitation of caregivers at home: A feasibility pilot", "subtitle": null, "abstract": "The practical relevance of neonatal imitation for social development has remained largely unaddressed as most studieshave been conducted in highly controlled, laboratory conditions. Utilizing the Lookit online infant experiment platform,we aim to demonstrate the feasibility of measuring neonatal imitation of caregivers in the home environment. Our between-subjects design, adapted from Meltzoff and Moore (1983), focuses on two of the most commonly studied neonatal gestures,tongue protrusion and mouth opening. Caregivers and their newborn are videotaped as caregivers model either gestureto their newborn. Coders, who are blind to condition, record newborns gesture frequencies. To analyze these data,we ultimately plan to specify a Bayesian hierarchical log-linear model testing whether the frequency of each neonatalgesture increased when caregivers modeled that specific gesture. Pilot data collection and behavioral coding are currentlyunderway and will focus on inter-rater reliability, attrition, and recruitment rates of online data collection for neonatalimitation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4k18t1t4", "frozenauthors": [ { "first_name": "Katherine", "middle_name": "", "last_name": "Casey", "name_suffix": "", "institution": "American University", "department": "" }, { "first_name": "Kimberly", "middle_name": "", "last_name": "Scott", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Kira", "middle_name": "", "last_name": "Ashton", "name_suffix": "", "institution": "American University", "department": "" }, { "first_name": "Jeff", "middle_name": "", "last_name": "Gill", "name_suffix": "", "institution": "American University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Simpson", "name_suffix": "", "institution": "University of Miami", "department": "" }, { "first_name": "Laurie", "middle_name": "", "last_name": "Bayet", "name_suffix": "", "institution": "American University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29648/galley/19506/download/" } ] }, { "pk": 29691, "title": "Neural Correlates of Hand Representation in Virtual Flight Simulation", "subtitle": null, "abstract": "Virtual reality environments provide valuable opportunities for cognitive scientists to investigate complex cognitive func-tions in ecologically valid environments. For example, it is unclear if visual representation of the users body is requiredto evoke optimal performance. This study examined the effects of hand representation in a virtual flight simulation usingbehavioural and biometric data. Event-Related Potentials, Event-Related Spectral Perturbations, and mental workload re-sponses were measured using wireless electroencephalography across the hand presence conditions. Workload indices andneural activity in the parietal region was not significantly affected by the presence of hands, yet lower alpha levels werefound across all cortical regions. Findings are relevant to cognitive scientists as they show that the virtual representationof hands is important as it increases task engagement, while not taxing mental workload or spatial processes in the brain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2wx3z8gd", "frozenauthors": [ { "first_name": "Polina", "middle_name": "", "last_name": "Andrievskaia", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Kathleen", "middle_name": "Van", "last_name": "Benthem", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Herdman Dr.", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29691/galley/19548/download/" } ] }, { "pk": 29407, "title": "Neural Language Models Capture Some, But Not All, Agreement AttractionEffects", "subtitle": null, "abstract": "The number of the subject in English must match the num-ber of the corresponding verb (dog runs but dogs run). Yetin real-time language production and comprehension, speak-ers often mistakenly compute agreement between the verb anda grammatically irrelevant non-subject noun phrase instead.This phenomenon, referred to as agreement attraction, is mod-ulated by a wide range of factors; any complete computationalmodel of grammatical planning and comprehension would beexpected to derive this rich empirical picture. Recent develop-ments in Natural Language Processing have shown that neuralnetworks trained only on word-prediction over large corporaare capable of capturing subject-verb agreement dependen-cies to a significant extent, but with occasional errors. In thispaper, we evaluate the potential of such neural word predic-tion models as a foundation for a cognitive model of real-timegrammatical processing. We use LSTMs, a common sequenceprediction model used to model language, to simulate six ex-periments taken from the agreement attraction literature. TheLSTMs captured the critical human behavior in three out of thesix experiments, indicating that (1) some agreement attractionphenomena can be captured by a generic sequence process-ing model, but (2) capturing the other phenomena may requiremodels with more language-specific mechanisms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "psycholinguistics; computational modeling;agreement attraction; neural language models;" } ], "section": "Neural Networks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7782c9vz", "frozenauthors": [ { "first_name": "Suhas", "middle_name": "", "last_name": "Arehalli", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Tal", "middle_name": "", "last_name": "Linzen", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29407/galley/19267/download/" } ] }, { "pk": 30089, "title": "New insights from daylong audio transcripts of children’s language environments", "subtitle": null, "abstract": "Recent technological advances and research trends have\nenabled the collection and analysis of multi-hour or daylong\nrecordings of children’s auditory environment. While this\ntechnology has allowed researchers to sample language\nexperience from multiple contexts across the day, challenges\nremain with respect to how these audio recordings can or\nshould be coded and analyzed. Daylong audio samples have the\npotential to transform our understanding of the language input\nthat children encounter, but new analysis techniques may be\nnecessary to take advantage of these new opportunities. The\npresent work explores the linguistic content of the transcripts\nof three daylong recordings with the goal of understanding the\ncontent of these recordings in order to develop new ways to\nanalyze and gain insight from these recordings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language development" }, { "word": "daylong audio" }, { "word": "Corpus" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1r37q7nc", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "L.", "last_name": "Montag", "name_suffix": "", "institution": "University of Illinois Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30089/galley/19943/download/" } ] }, { "pk": 29419, "title": "New Measures for Fundamentals of Human Performance", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "lifespan performance; social coordination dynamics" }, { "word": "plateaus" }, { "word": "dips" }, { "word": "& leaps; computational rationality" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76z4w2c6", "frozenauthors": [ { "first_name": "Wayne", "middle_name": "D.", "last_name": "Gray", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Roussel", "middle_name": "", "last_name": "Rahman", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Elizabeth", "middle_name": "B.", "last_name": "Torres", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Ray", "middle_name": "", "last_name": "Perez", "name_suffix": "", "institution": "Office of Naval Research", "department": "" }, { "first_name": "Chris", "middle_name": "R.", "last_name": "Sims", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Travis", "middle_name": "J.", "last_name": "Wiltshire", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29419/galley/19279/download/" } ] } ] }