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{ "count": 39501, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=14500", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=14300", "results": [ { "pk": 30080, "title": "Resource management across brain regions supports auditory and visual-spatialprocessing in older age: An ERSP Study", "subtitle": null, "abstract": "Investigating how the brain integrates multi-modal information is critical for understanding the deleterious effects of ageon performance for tasks that integrate visual and auditory stimuli (e.g., driving or flying). We report on how auditoryprocessing was impacted by age during the encoding and maintenance phases of a visual-spatial task using electroen-cephalography in a sample of 10 older (50-80 years) and 10 younger (18-32 years) participants. Event-related spectralperturbation analyses reveal how both the online processing and memory stages of visual-spatial working memory tasksaffected auditory processes differentially across the age groups. Results reveal that older age may restrict the resourcesavailable for online processing of auditory information, particularly in brain regions that are also normally lateralizedfor visual-spatial tasks. Our findings point to the importance of designing interfaces, such as those found in aircraft orautomobiles, that support optimal performance and accommodate normal age-related changes in neural processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27m1f1gb", "frozenauthors": [ { "first_name": "Melanie", "middle_name": "", "last_name": "Turabian", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Kathleen", "middle_name": "", "last_name": "Van Benthem", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Herdman", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30080/galley/19934/download/" } ] }, { "pk": 30081, "title": "Resource-rational Task Decompositionto Minimize Planning Costs", "subtitle": null, "abstract": "People often plan hierarchically. That is, rather than planningover a monolithic representation of a task, they decompose thetask into simpler subtasks and then plan to accomplish those.Although much work explores how people decompose tasks,there is less analysis of why people decompose tasks in theway they do. Here, we address this question by formalizingtask decomposition as a resource-rational representation prob-lem. Specifically, we propose that people decompose tasks ina manner that facilitates efficient use of limited cognitive re-sources given the structure of the environment and their ownplanning algorithms. Using this model, we replicate severalexisting findings. Our account provides a normative explana-tion for how people identify subtasks as well as a frameworkfor studying how people reason, plan, and act using resource-rational representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "planning; task decomposition; option discovery;hierarchical reinforcement learning; subgoals" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/72s0v38j", "frozenauthors": [ { "first_name": "Carlos", "middle_name": "G.", "last_name": "Correa", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Mark", "middle_name": "K.", "last_name": "Ho", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Fred", "middle_name": "", "last_name": "Callaway", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30081/galley/19935/download/" } ] }, { "pk": 29534, "title": "Restricted Access to Working Memory Does Not Prevent CumulativeImprovement in a Cultural Evolution Task.", "subtitle": null, "abstract": "Some theories propose that human cumulative culture is dependent on System 2 cognitive processes. We aimed to restrictaccess to adults executive functions via a dual-task paradigm, to assess whether this reduced their ability to improveupon information provided by a computer model. 206 participants completed a grid-search task in conjunction with aworking-memory task and a matched control, with the aim of outperforming an example attempt observed vicariously,presented on the computer. Participants behaviour was then used to simulate the outcome if the task was iterated overmultiple generations. Simulations run using the data showed that, across all conditions, participant behaviour would leadto cumulatively increasing scores over successive generations. However, scores plateaued without reaching the maximum.Overall, the task did not provide clear evidence that working-memory directly facilitates cumulative cultural evolution.However, differences between conditions may have been masked by offloading task demands to the concurrent working-memory task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6w66q17z", "frozenauthors": [ { "first_name": "Juliet", "middle_name": "", "last_name": "Dunstone", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Atkinson", "name_suffix": "", "institution": "University of Stirling", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Caldwell", "name_suffix": "", "institution": "University of Stirling", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29534/galley/19394/download/" } ] }, { "pk": 29596, "title": "Retreat from overgeneralization errors: Broad verb classes are harder to inducethan narrow classes", "subtitle": null, "abstract": "One of the biggest puzzles in language acquisition is concerned with how children retreat from overgeneralization errorsin valence alternations, for example the ditransitive alternation. Pinker (1989) proposes that children are susceptible toovergeneralization when they acquire broad verb semantic classes initially and they recover when they acquire narrow verbclasses later. To empirically test this hypothesis, we devised a computational framework that automatically induces verbclasses from text data, by combining state-of-art word embeddings (Pennington, Socher & Manning, 2014) with graphalgorithms (Steyvers & Tenenbaum, 2005; Von Luxburg, 2007). We selected three representative valence alternationsfrom Levin (1993) and tested Pinkers hypothesis on five naturalistic language production corpora. Our results demonstratethat contrary to Pinkers predictions, broad verb classes are harder to induce than narrow classes and that semantic classesmay not be the primary mechanism that accounts for childrens retreat from overgeneralization errors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/121946st", "frozenauthors": [ { "first_name": "Hao", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "Astound.AI", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29596/galley/19455/download/" } ] }, { "pk": 29820, "title": "Retrieving a Distant Analog From Memory in Daily Life is Very Unlikely, Evenin Optimal Conditions of Encoding", "subtitle": null, "abstract": "Against the typical results from laboratory studies, it has beensuggested that retrieving distant analogs might be easy in real-life, where we tend to encode familiar situations with expert-like schemas. In each of two experiments, we formed twogroups of participants who, as determined by a questionnairepresented during a first session, had reported that they haveexperienced an event corresponding to a schema-governedcategory (Experiment 1) or to a system of schema-governedcategories (Experiment 2). While the episodes reported by oneof the groups belonged to the same domain as the target analogto be presented during the second session, those of the othergroup belonged to a different thematic domain. During atemporally and contextually separated session, the experimenterspresented both groups with a target analog belonging to theschema-governed category for which participants had reporteda base analog. Participants had to retrieve an autobiographicalepisode that they considered analogous to the situationpresented by the experimenter. In line with traditional studies,we found that retrieving distant instances of relationalcategories is much more difficult than retrieving closeinstances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; retrieval; transfer; relational category" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jp7x4c7", "frozenauthors": [ { "first_name": "Valeria", "middle_name": "", "last_name": "Olguín", "name_suffix": "", "institution": "University of Comahue", "department": "" }, { "first_name": "L.", "middle_name": "Micaela", "last_name": "Tavernini", "name_suffix": "", "institution": "University of Comahue", "department": "" }, { "first_name": "Máximo", "middle_name": "", "last_name": "Trench", "name_suffix": "", "institution": "University of Comahue", "department": "" }, { "first_name": "Ricardo", "middle_name": "A.", "last_name": "Minervino", "name_suffix": "", "institution": "University of Comahue", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29820/galley/19674/download/" } ] }, { "pk": 29472, "title": "Reverse engineering the origins of visual intelligence", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual development; newborn; controlled rearing;innate; object recognition; machine learning; ANN models" } ], "section": "Comparative and Cultural Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08c6326k", "frozenauthors": [ { "first_name": "Justin", "middle_name": "N.", "last_name": "Wood", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Donsuk", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Brian", "middle_name": "W.", "last_name": "Wood", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "Samantha", "middle_name": "M. W.", "last_name": "Wood", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29472/galley/19332/download/" } ] }, { "pk": 29807, "title": "Rhythmic abilities in prereaders predict future reading skills", "subtitle": null, "abstract": "Rhythmic abilities have been related to language processing skills such as phonological awareness, rise time discriminationand verbal memory. Following this reasoning, they have also been linked to reading acquisition. In particular, in prereaders,tapping to a beat, a task that entails rhythmic processing through auditory-motor synchronization (AMS), has shown todiscriminate children with poor and good phonological skills. However, evidence regarding how the AMS-reading linkdevelops through time, starting before reading instruction, is scarce. In the present study, we followed a large sample of600 children from kindergarten to second grade, through a digital assessment of literacy and literacy-related skills, as wellas rhythmic abilities. We found that AMS in K5 uniquely contributes to future reading performance, above and beyondphonological skills. These findings underscore the role of rhythmic abilities in reading acquisition, and its relation tophonological processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8102k92t", "frozenauthors": [ { "first_name": "Camila", "middle_name": "", "last_name": "Zugarramurdi", "name_suffix": "", "institution": "Universidad de la Republica", "department": "" }, { "first_name": "Manuel", "middle_name": "", "last_name": "Carreiras", "name_suffix": "", "institution": "Basque Center on Cognition", "department": "" }, { "first_name": "Juan", "middle_name": "", "last_name": "Valle-Lisboa", "name_suffix": "", "institution": "Universidad de la Republica", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29807/galley/19661/download/" } ] }, { "pk": 29996, "title": "Risk preferences in option generation: Do risk-takers generate more risky coursesof action?", "subtitle": null, "abstract": "Decision making research typically focuses on choices between predetermined sets of options. In many real-world de-cisions, however, individuals must generate potential courses of action themselves. Individual differences in processesinvolved in option generation therefore influence which actions are considered. We examined the role of one such fac-tor: the propensity to take risks. We hypothesized that risk-taking propensity would be related to the generation of morerisky actions associated with uncertain or unfavorable outcomes. Participants generated options in ill-structured situationsand rated the perceived risk associated with each option. As predicted, higher risk-taking propensity was associated withincreased generation of risky options that could lead to unfavorable outcomes. The riskiness of generated options wasalso related to affective state, consistent with prior evidence of emotional influences on risky decision making. The find-ings suggest that both real-life risk-taking and risky option generation arise from common cognitive processes involved inresponding to uncertainty.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9345f88x", "frozenauthors": [ { "first_name": "Meagan", "middle_name": "", "last_name": "Padro", "name_suffix": "", "institution": "University of North Carolina at Chapel Hill", "department": "" }, { "first_name": "Mitra", "middle_name": "", "last_name": "Mostafavi", "name_suffix": "", "institution": "University of North Carolina at Charlotte", "department": "" }, { "first_name": "Doug", "middle_name": "", "last_name": "Markant", "name_suffix": "", "institution": "University of North Carolina at Charlotte", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29996/galley/19850/download/" } ] }, { "pk": 30172, "title": "Risk Taking and Impulsivity in Boredom: an EEG investigation", "subtitle": null, "abstract": "Previous research on boredom suggest it function as an\nimportant self-regulatory signal, indicating that the current\nstate of the environment carries opportunity-costs and\ntherefore driving the need to explore alternative activities. Trait\nboredom proneness is associated with negative consequences\nincluding increased risk-taking and impulsivity. These\nfindings often rely on self-reports and not much is known about\nthe role of state and trait boredom in controlled laboratory\ntasks, or their neural correlates. Sixty-two participants\ncompleted the Balloon Analogue Risk Task and a go/no-go\ntask while electrical brain activity was recorded using EEG.\nResults showed that state boredom leads to impulsivity and\npoor performance monitoring, as evident by behavioral,\nsubjective and ERP metrics. Trait boredom was associated\nwith increased risk-taking, and modulated the correlation\nbetween errors and state boredom: high boredom proneness\nincreased the sensitivity of trait boredom to errors. Overall,\nthese findings emphasize the involvement of executive\nfunctions in the interaction between state and trait boredom.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Boredom; Risk-taking; Impulsivity; P3; FRN;\nERN; BART; Go/no-go;" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gw815cw", "frozenauthors": [ { "first_name": "Ofir", "middle_name": "", "last_name": "Yakobi", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Danckert", "name_suffix": "", "institution": "University of Waterloo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30172/galley/20026/download/" } ] }, { "pk": 29542, "title": "Role of Working Memory in Language Activation during Visual Scene Processing", "subtitle": null, "abstract": "The current study examined the role of working memory in language activation during visual processing. Twenty-sixnative English speakers searched for a visual target while completing a concurrent linguistic memory task, a concurrentspatial memory task, or in the absence of dual-task demands. Linguistic activation was measured by comparing visualfixations to phonologically-overlapping items and control items whose names did not overlap with the target. Participantsexperienced significant phonological competition across all conditions, but memory load impacted the timing of competitorco-activation (delayed and more sustained under spatial load), as well as the magnitude (attenuated under both spatial andlinguistic loads) compared to the no-load condition. We conclude that linguistic representations are accessed duringvisual search even with concurrent cognitive loads, but that working memory influences the degree of language-basedcompetition, possibly by modulating the activation and maintenance of linguistic and spatial 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/74n2312g", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Chabal", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Matias", "middle_name": "", "last_name": "Fernandez-Duque", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Sayuri", "middle_name": "", "last_name": "Hayakawa", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Viorica", "middle_name": "", "last_name": "Marian", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29542/galley/19402/download/" } ] }, { "pk": 29693, "title": "Scaling Uncertainty in Visual Perception and Estimation Tasks", "subtitle": null, "abstract": "Demographic perceptionthe perception of social quantities of geopolitical scale and social significancehas been extensivelystudied in cognitive and political science (Citrin & Sides, 2008; Gilens, 2001; Herda, 2013). Regular patterns of over-and under-estimation emerge which have historically been attributed to social factors such as fear of specific minorities(Gallagher, 2003; Wong, 2007). Other work has suggested that these patterns result from the psychophysics of the percep-tion of proportions (Landy, Guay & Marghetis, 2018). A Bayesian formulation suggests that biases in the estimation ofboth social proportions and simple visual properties result from a common source: hedging uncertain information towarda prior. Similar to work done by Zhang and Maloney (2012), we present a novel lab paradigm and two experiments thatfocus specifically on manipulating uncertainty in a simple (dot estimation) task, verifying the core assumptions of theBayesian approach.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xn7c5nv", "frozenauthors": [ { "first_name": "Eleanor", "middle_name": "", "last_name": "Schille-Hudson", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29693/galley/19550/download/" } ] }, { "pk": 30143, "title": "Schoolchildren’s Spatial Reasoning", "subtitle": null, "abstract": "We examine schoolchildren’s reasoning with spatial relations,\nsuch as ‘is to the left of’. Our aims are to obtain a more precise\naccount of the effect of working memory on reasoning, a more\ndetailed understanding of the internal representation of mental\nmodels and a developmental perspective. We discuss two\nexperiments in which 348 children, between eight and twelve\nyears old, needed to verify conclusions for 24 reasoning\nproblems describing the spatial relations between pieces of\nclothing. In both experiments, children in the experimental\ncondition were allowed to take notes by means of paper and\npencil. In both experiments we find that the participants\nspontaneously draw iconic representations of the items’ spatial\nordering, have a strong preference for only considering one\npossible state of affairs even when more are relevant, and that\nan explanation in terms of working memory capacity alone\ncannot fully explain the data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial reasoning; mental models; working\nmemory; developmental psychology" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tb4v00v", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Demiddele", "name_suffix": "", "institution": "KU Leuven", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Heyman", "name_suffix": "", "institution": "KU Leuven", "department": "" }, { "first_name": "Walter", "middle_name": "", "last_name": "Schaeken", "name_suffix": "", "institution": "KU Leuven", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30143/galley/19997/download/" } ] }, { "pk": 29689, "title": "Schrödinger’s Category: Active Learning in the Face of Label Ambiguity", "subtitle": null, "abstract": "Research on active category learning—i.e., where the learnermanipulates continuous feature dimensions of novel objects andreceives labels for their self-generated exemplars—has routinelyshown that people prefer to sample from regions of the space withhigh class uncertainty (near category boundaries). Prevailingaccounts suggest that this strategy facilitates an understanding of thesubtle distinctions between categories. However, prior work hasfocused on situations where category boundaries are rigid. Inactuality, the boundaries between natural categories are often fuzzyor unclear. Here, we ask: do learners pursue uncertainty samplingwhen labels at the boundary are themselves uncertain? To answerthis question, we introduce a fuzzy buffer around a target categorywhere conflicting labels are returned from two ‘teachers,’ then weevaluate how sampling and representation are affected. We find that,relative to the rigid boundary case, learners avoid uncertainty,opting to sample densely from highly certain regions of the targetcategory as opposed to its boundary. Subsequent generalization testsreveal that the sampling strategies encouraged by the fuzzyboundary negatively affected participants' grasp of categorystructure, even outside the fuzzy buffer zone.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning; category learning; fuzzy boundary" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9rh1p1qv", "frozenauthors": [ { "first_name": "John", "middle_name": "D.", "last_name": "Patterson", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" }, { "first_name": "Elisabeth", "middle_name": "A.", "last_name": "Karuza", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29689/galley/19546/download/" } ] }, { "pk": 29786, "title": "Science & engineering goals: Learning about the control-of-variable strategy from", "subtitle": null, "abstract": "Children struggle to conduct controlled tests, even with explicit instruction (Chen & Klahr, 1999). How learners approachmultivariable tasks can be affected by task goals; a scientist uncovers causal regularities whereas an engineer produceseffects (Klahr, et al., 2011). This study investigated whether science vs. engineering goals presented in a narrative picturebook influenced childrens ability to conduct a controlled test.Six-to-8-year-olds (N=72) were first pre-tested on their ability to design a controlled test of a variable predicting how fara ball travels down to a ramp. Children were then read a picture book that contained a science (conduct controlled test) orengineering (create faster ramp) goal. Next, they completed an identical post-test and transfer-test with two new variables.Childrens ability to design a controlled test improved significantly from pre- to post-test (p=.008) and marginally frompre-test to transfer (p=.067) in both conditions, suggesting that children learned from both goals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6pg2v67f", "frozenauthors": [ { "first_name": "Vaunam", "middle_name": "", "last_name": "Venkadasalam", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Lynn", "middle_name": "G.", "last_name": "Nguyen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Larsen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Angela", "middle_name": "", "last_name": "Nyhout", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Patricia", "middle_name": "", "last_name": "Ganea", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29786/galley/19640/download/" } ] }, { "pk": 30040, "title": "Seeking Meaning: Examining a Cross-situational Solution to Learn Action VerbsUsing Human Simulation Paradigm", "subtitle": null, "abstract": "To acquire the meaning of a verb, language learners not onlyneed to find the correct mapping between a specific verb andan action or event in the world, but also infer the underlyingrelational meaning that the verb encodes. Most verb naminginstances in naturalistic contexts are highly ambiguous as manypossible actions can be embedded in the same scenario andmany possible verbs can be used to describe those actions. Tounderstand whether learners can find the correct verb meaningfrom referentially ambiguous learning situations, we conductedthree experiments using the Human Simulation Paradigm withadult learners. Our results suggest that although finding theright verb meaning from one learning instance is hard, there isa statistical solution to this problem. When provided withmultiple verb learning instances all referring to the same verb,learners are able to aggregate information across situations andgradually converge to the correct semantic space. Even in caseswhere they may not guess the exact target verb, they can stilldiscover the right meaning by guessing a similar verb that issemantically close to the ground truth.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "verb learning" }, { "word": "action verb" }, { "word": "Human SimulationParadigm" }, { "word": "statistical learning" }, { "word": "cross-situational learning" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/62f132f7", "frozenauthors": [ { "first_name": "Yayun", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Indiana University – Bloomington", "department": "" }, { "first_name": "Andrei", "middle_name": "", "last_name": "Amatuni", "name_suffix": "", "institution": "Indiana University – Bloomington", "department": "" }, { "first_name": "Ellis", "middle_name": "", "last_name": "Cain", "name_suffix": "", "institution": "Indiana University – Bloomington", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University – Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30040/galley/19894/download/" } ] }, { "pk": 29865, "title": "Selective Numeracy: Effects of Numeracy, Popular-Science Reportsand Personal Experience on Data-Based Decision Making", "subtitle": null, "abstract": "In the current research, we investigated whether numeracy,scientific reports in the popular press, and personal experiencewere associated with people’s data-based decision making.We collected data from English-speaking adult participants(N = 187), residing in the United States and Canada, whowere recruited through Amazon Mechanical Turk andcompleted the online study. Results showed that participantswith higher numeracy were more likely to make the correctdata-based decision. However, participants used theirnumeracy selectively. They seemed to use their numeracyskills to confirm their own desire rather than to objectivelyevaluate the data or confirm reported scientific findings. Nosignificant association was found between personalexperience and data-based decision making. Future researchmay examine decision making across other, general-lifedomains to examine the replicability of the current results.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Numeracy; Decision-making; Judgement" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vz8b35w", "frozenauthors": [ { "first_name": "Wan", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "University in London", "department": "" }, { "first_name": "Marcie", "middle_name": "", "last_name": "Penner", "name_suffix": "", "institution": "University in London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29865/galley/19719/download/" } ] }, { "pk": 29762, "title": "Self-inferred desires to benefit self and other", "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/9508r1h0", "frozenauthors": [ { "first_name": "Ryan", "middle_name": "", "last_name": "Carlson", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Hongbo", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "University of California Santa Barbara", "department": "" }, { "first_name": "Molly", "middle_name": "", "last_name": "Crockett", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [] }, { "pk": 29529, "title": "Self-Other Similarity Modulates the Socially-Triggered Context-Based PredictionError Effect on Memory", "subtitle": null, "abstract": "The mind is a prediction machine, using prior experiences and current information to constantly make predictions aboutthe future. This feature of the cognitive system has numerous consequences for long-term memory. Here, we are interestedin the effects these predictions have on memory when invalidated (i.e., prediction errors) during social interactions witheither similar or dissimilar social sources. We designed an experiment in which both similar and dissimilar social sources(speakers) recounted experiences similar with those of the listeners but with a different outcome than those of the listeners.We measured participants memory for both their own and the two social sources experiences. In two experiments, we foundthat context-based prediction errors triggered during social interactions dont affect the listeners memory for their ownexperiences but decrease the listeners memory for the similar speakers experiences compared to the dissimilar speakersexperiences. This finding has important implications for close relationships.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1976b8h5", "frozenauthors": [ { "first_name": "Madalina", "middle_name": "", "last_name": "Vlasceanu", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Michael", "middle_name": "J", "last_name": "Morais", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Zidong", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Bornstein", "name_suffix": "", "institution": "University of California Irvine", "department": "" }, { "first_name": "Diana", "middle_name": "", "last_name": "Tamir", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Norman", "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": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29529/galley/19389/download/" } ] }, { "pk": 30025, "title": "Self-reference effect for faces is mediated by attention", "subtitle": null, "abstract": "Self is a central construct for various phenomenon in the history of psychology, and the pattern of being biased towardsthe information related to self is known as self-reference effect. Ones own face presents a unique stimuli to look at thecognitive processing self-reference effect. With help of two experiments, we investigated self-referential effect for facesand its relationship with attention. The first experiment looked at processing advantage for self-face compared to friendsface and a strangers face while participants performed orthogonal task of emotion perception. The second experimentinvolved manipulation of attention prior to emotion perception task used in experiment 1. Results indicate that RT forself-face were significantly shorter compared to friend face and stranger face. This processing advantage disappearedwhen cues were used prior to the attention task. We suggest that self-faces enhance processing by attentional capture.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55v6b1zh", "frozenauthors": [ { "first_name": "Aditi", "middle_name": "", "last_name": "Jublie", "name_suffix": "", "institution": "Indian Institute of Technology Kanpur", "department": "" }, { "first_name": "Devpriya", "middle_name": "", "last_name": "Kumar", "name_suffix": "", "institution": "Indian Institute of Technology Kanpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30025/galley/19879/download/" } ] }, { "pk": 30053, "title": "Semantic Adaptation in Quantifier Meanings in Preschool Aged Children", "subtitle": null, "abstract": "How flexible are children’s semantic representations? It is unknown whether children can adapt to different speaker’slanguage use and form speaker-specific representations to facilitate comprehension. Adults update their expectations abouthow a speaker uses quantifiers after exposure to the speaker (Yildirim et al., 2016). Here, we explore whether this abilityis also present in preschool-aged children. In Experiment 1, we show that preschoolers have adult-like expectations abouthow a generic speaker would use the quantifiers ’some’ (less than 50%) and ’many’ (greater than 50%). In Experiment 2,forty 4 and 5-year-olds (mean = 4.6) were exposed to a speaker who was biased to either prefer using ’some’ or ’many’ ina situation with a proportion of 50%. After exposure, participants updated their expectations about the use of ’some’ and’many’, such that they aligned better with the exposure speaker’s usage, suggesting that preschoolers are able to engage insemantic adaptation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3wg2m0j2", "frozenauthors": [ { "first_name": "Sophie", "middle_name": "", "last_name": "Regan", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Sebastian", "middle_name": "", "last_name": "Schuster", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Degen", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30053/galley/19907/download/" } ] }, { "pk": 29644, "title": "Semantic chunks save working memory resources:\ncomputational and behavioral evidence", "subtitle": null, "abstract": "It is now well-established that long-term memory (LTM)\nknowledge, such as semantic knowledge, supports the\ntemporary maintenance of verbal information in working\nmemory (WM). This is for instance characterized by the recall\nadvantage observed for semantically related (e.g. leaf - tree -\nbranch) over unrelated (e.g. mouse - wall - sky) lists of items\nin immediate serial recall tasks. However, the exact\nmechanisms underlying this semantic contribution remain\nunknown. In this study, we demonstrate through a convergent\napproach involving computational and behavioral methods that\nsemantic knowledge can be efficiently used to save attentional\nWM resources, thereby enhancing the maintenance of\nsubsequent to-be-remembered items. These results have\ncritical theoretical implications, and support models\nconsidering that WM relies on temporary activation within the\nLTM system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Working Memory; Computational Modeling;\nTBRS* model; Semantic Knowledge" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/20b4p7qw", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "", "last_name": "Kowialiewski", "name_suffix": "", "institution": "Université Grenoble Alpes", "department": "" }, { "first_name": "Benoît", "middle_name": "", "last_name": "Lemaire", "name_suffix": "", "institution": "Université Grenoble Alpes", "department": "" }, { "first_name": "Sophie", "middle_name": "", "last_name": "Portrat", "name_suffix": "", "institution": "Université Grenoble Alpes", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29644/galley/19502/download/" } ] }, { "pk": 30092, "title": "Semantic influences on emergent preferences of word order:\nEvidence from silent gesture", "subtitle": null, "abstract": "Across the world’s languages, some word orders are more\ncommon. We focus on noun phrases, where it is more common\nfor adjectives to follow the noun than to precede it. Because the\ninterpretation of adjectives depends on the noun they modify,\nwe propose and evaluate the new hypothesis that the order N-\nADJ is more prevalent because it is beneficial for semantic\nprocessing. In a silent gesture task, speakers of four\ntypologically-unrelated languages (English, Mandarin, Arabic\nand Spanish) communicated noun phrase meanings to a\npartner. We find, first, that our task tracks the typologically-\npreferred orders of nouns, adjectives and numerals in the noun\nphrase. More importantly, we find support for our semantic\nprocessing hypothesis: size adjectives, whose interpretation\ndepend more on the noun they modify, were more likely to be\ngestured after the noun than shape adjectives whose\ninterpretation is less dependent on the noun they modify.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word order; noun phrase; adjectives; silent gesture;\nlinguistic universals; cognitive biases" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08t3g4fx", "frozenauthors": [ { "first_name": "Jida", "middle_name": "", "last_name": "Jaffan", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Gabrielle", "middle_name": "", "last_name": "Klassen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Jordan", "middle_name": "Ziqi", "last_name": "Yang", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Heller", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30092/galley/19946/download/" } ] }, { "pk": 29985, "title": "Sensitivity to Ostension is Not Sufficient for Pedagogical Reasoning by Toddlers", "subtitle": null, "abstract": "To investigate the role of ostensive cues in pedagogical\nreasoning, we explored whether toddlers, like preschoolers,\nwould copy causally implausible actions following a\npedagogical demonstration. Toddlers watched a demonstrator\nperform a two-action sequence (AB) on a puzzle-box that led\nto a reward. We manipulated the demonstrator’s intentionality\nand the causal plausibility of action A and examined how these\nfactors influenced copying behavior. Although toddlers were\nmore likely to copy A when it was causally plausible, they were\nnot influenced by the demonstrator’s intentionality.\nImportantly, toddlers were no more likely to copy the AB\nsequence following a pedagogical demonstration vs. a non-\ncommunicative demonstration. Comparing behavioural data to\ncomputational model predictions for learners differing in their\nsensitivity to intentionality and causal plausibility supported an\nabsence of pedagogical reasoning. These results suggest that\nsensitivity to ostension may be a necessary prerequisite—but\nis not sufficient for—pedagogical reasoning in a causal\nimitation task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal reasoning; cognitive development;\nostension; overimitation; pedagogy; social learning" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6jm3d6hr", "frozenauthors": [ { "first_name": "Emma", "middle_name": "C.", "last_name": "Tecwyn", "name_suffix": "", "institution": "Birmingham City University", "department": "" }, { "first_name": "Amanda", "middle_name": "M.", "last_name": "Seed", "name_suffix": "", "institution": "University of St Andrews", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29985/galley/19839/download/" } ] }, { "pk": 29479, "title": "Separability and the Effect of ValenceAn Empirical Study of Thick Concepts", "subtitle": null, "abstract": "Thick terms and concepts, such as honesty and cruelty, are atthe heart of a variety of debates in linguistics, philosophy oflanguage, and metaethics. Central to these debates is thequestion of how the descriptive and evaluative components ofthick concepts are related and whether they can be separatedfrom each other. So far, no empirical data on how thick termsare used in ordinary language has been collected to informthese debates. In this paper, we present the first empiricalstudy, designed to investigate whether the evaluativecomponent of thick concepts can be separated. Our study mightbe considered to falsify the view that evaluation isconversationally implicated. However, our study also revealsan effect of valence, indicating that people reason differentlyabout positive and negative thick terms. While evaluationscannot be cancelled for negative thick terms, they can be forpositive ones. Three follow-up studies were conducted toexplain this effect. We conclude that the effect of valence isbest accounted for by a difference in the social norms guidingevaluative language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Thick concepts; moral judgments; experimentalmetaethics; evaluative language" } ], "section": "Concepts and Systems", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gc9c236", "frozenauthors": [ { "first_name": "Pascale", "middle_name": "", "last_name": "Willemsen", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Reuter", "name_suffix": "", "institution": "University of Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29479/galley/19339/download/" } ] }, { "pk": 30003, "title": "Sheer Time Spent Expecting or Maintaining a Representation FacilitatesSubsequent Retrieval during Sentence Processing", "subtitle": null, "abstract": "Previous research has shown that modified noun phrases(henceforth NPs) are subsequently retrieved faster thanunmodified NPs. This effect is often called the “semanticcomplexity effect”. However, little is known about itsmechanisms and underlying factors. In this study, we testedwhether this effect is truly caused by the semantic informationadded by the modification, or whether it can be explained bythe sheer amount of time that the processor spends expectingor maintaining an NP in the encoding phase. The resultsshowed that time spent expecting or maintaining an NP canexplain the effect over and above semantic and/or syntacticcomplexity. Our results challenge the current memory-basedmechanisms for the modification effect such as the“distinctiveness” and “head-reactivation” accounts, and offernew and valuable insight into the memory processes duringsentence comprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic complexity; time spent; attention;encoding; retrieval." } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vq4n4mg", "frozenauthors": [ { "first_name": "Hossein", "middle_name": "", "last_name": "Karimi", "name_suffix": "", "institution": "Pennsylvania State University", "department": "" }, { "first_name": "Michele", "middle_name": "", "last_name": "Diaz", "name_suffix": "", "institution": "Pennsylvania State University", "department": "" }, { "first_name": "Eva", "middle_name": "", "last_name": "Wittenberg", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30003/galley/19857/download/" } ] }, { "pk": 30212, "title": "Should we always log-transform looking time data in infancy research?", "subtitle": null, "abstract": "Researchers often measure infants looking time (LT) as a dependent variable to measure how infants pay attention to certainstimuli. Using a large repository of data from their lab and the literature, Csibra and colleagues (2016) reported that thedistribution of LT is positively skewed and thus proposed that researchers should log-transform LT before running anyparametric analysis. In this study, we investigated whether log-transformation of LT will make the distribution normallydistributed by using data from a large-scale replication infancy study (ManyBabies Consortium (MB1), in press). Further,we simulated positively skewed LT data to examine whether log-transformation of LT would improve power. We foundthat log-transformation of the MB1 LT data did not make the LT data normally distributed. Also, we found that log-transformation of LT only slightly increased power. Implications and benefits of log-transformation of LT data will bediscussed.", "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/6fg2g955", "frozenauthors": [ { "first_name": "Angeline", "middle_name": "Sin Mei", "last_name": "Tsui", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Patricia", "middle_name": "", "last_name": "Brosseau-Liard", "name_suffix": "", "institution": "University of Ottawa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30212/galley/20066/download/" } ] }, { "pk": 30103, "title": "Show or Tell? Demonstration is More Robust toChanges in Shared Perception than Explanation", "subtitle": null, "abstract": "Successful teaching entails a complex interaction between ateacher and a learner. The teacher must select and convey in-formation based on what they think the learner perceives andbelieves. Teaching always involves misaligned beliefs, butstudies of pedagogy often focus on situations where teachersand learners share perceptions. Nonetheless, a teacher andlearner may not always experience or attend to the same as-pects of the environment. Here, we study how misaligned per-ceptions influence communication. We hypothesize that theefficacy of different forms of communication depends on theshared perceptual state between teacher and learner. We de-velop a cooperative teaching game to test whether concretemediums (demonstrations, or “showing”) are more robust thanabstract ones (language, or “telling”) when the teacher andlearner are not perceptually aligned. We find evidence that (1)language-based teaching is more affected by perceptual mis-alignment, but (2) demonstration-based teaching is less likelyto convey nuanced information. We discuss implications forhuman pedagogy and machine learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "communication; pedagogy; demonstrations; lan-guage" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0r96k9rb", "frozenauthors": [ { "first_name": "Theodore", "middle_name": "R.", "last_name": "Sumers", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Mark", "middle_name": "K.", "last_name": "Ho", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30103/galley/19957/download/" } ] }, { "pk": 30109, "title": "Similarity judgments determine consistency of implicit number conceptions acrossages", "subtitle": null, "abstract": "Previous work has used pairwisesimilarityjudgments among numerals to reveal development in conceptions ofnumber,from exclusively attending to magnitude in kindergarten to including properties likeparityin middle school. In adulthood,these representations appear to settle on more advanced number properties. We extend this work with the goal of observingindividual rather than group-level number representations by administering pairwise similarity tasks at two separate timepoints to determine individual consistency. Specifically, we use two 10-item number (and kinship term for comparison)sets exemplifying a variety of mathematical concepts (e.g., primeness) to 48 students across grades 3-7. Multidimensionalscaling analyses reveal magnitude as the most pervasive feature and reflect differences in attended numerical featuresrelative to score on a math assessment. Analyses are ongoing, but the consistency of this measure in a short time-framewill validate its usability as a subtle pre- and post-test surrounding concept-specific education or interventions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8f0682tm", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "", "last_name": "Jansen", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Ruthe", "middle_name": "", "last_name": "Foushee", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30109/galley/19963/download/" } ] }, { "pk": 29480, "title": "Simple kinship systems are more learnable", "subtitle": null, "abstract": "Natural languages partition meanings into labelled categoriesin different ways, but this variation is constrained: languagesappear to achieve a near-optimal trade-off between simplicityand informativeness. Across 3 artificial language learning ex-periments, we verify that objectively simpler kinship systemsare easier for human participants to learn, and also show thatthe errors which occur during learning tend to increase sim-plicity while reducing informativeness. This latter result sug-gests that pressures for simplicity and informativeness operatethrough different mechanisms: learning favours simplicity, butthe pressure for informativeness must be enforced elsewhere,e.g. during language use in communicative interaction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; kinship; complexity" } ], "section": "Concepts and Systems", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9qr072z1", "frozenauthors": [ { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Stella", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Rolando", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Jia", "middle_name": "E.", "last_name": "Loy", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29480/galley/19340/download/" } ] }, { "pk": 29368, "title": "Simple Mechanisms, Rich Structure: Statistical Co-Occurrence Regularities in\nLanguage Shape the Development of Semantic Knowledge", "subtitle": null, "abstract": "Many hallmarks of human intelligence including language,\nreasoning, and planning require us to draw upon knowledge about\nthe world in which concepts, denoted by words, are organized by\nmeaningful, semantic links between them (e.g., juicy-apple-pear).\nThe goal of the present research was to investigate how these\norganized semantic networks may emerge in development from\nsimple but powerful mechanisms sensitive to statistical co-\noccurrence regularities of word use in language. Specifically, we\ntested whether a mechanistic account of how co-occurrence\nregularities shape semantic development accurately predicts how\nsemantic organization changes with development. Using a\nsensitive, gaze-based measure of the semantic links organizing\nknowledge in children and adults, we observed that\ndevelopmental changes in semantic organization were consistent\nwith a key role for statistical co-occurrence regularities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic organization; semantic development;\nstatistical learning; taxonomic; association" } ], "section": "Semantics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8s86m6xw", "frozenauthors": [ { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Olivera", "middle_name": "", "last_name": "Savic", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29368/galley/19229/download/" } ] }, { "pk": 29493, "title": "Simulating Early Word Learning in Situated Connectionist Agents", "subtitle": null, "abstract": "Recent advances in Deep Learning (DL) and ReinforcementLearning (RL) make it possible to train neural network agentswith raw, first-person visual perception to execute language-like instructions in 3D simulated worlds. Here, we inves-tigate the application of such deep RL agents as cognitivemodels, specifically as models of infant word learning. Wefirst develop a simple neural network-based language learningagent, trained via policy-gradient methods, which can inter-pret single-word instructions in a simulated 3D world. Tak-ing inspiration from experimental paradigms in developmentalpsychology, we run various controlled simulations with the ar-tificial agent, exploring the conditions in which established hu-man biases and learning effects emerge, and propose a novelmethod for visualising and interpreting semantic representa-tions in the agent. The results highlight the potential util-ity, and some limitations, of applying state-of-the-art learningagents and simulated environments to model human cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "early word learning; neural networks; situated ar-tificial agents; 3D environments; word learning biases" } ], "section": "Agend-based Models", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/24z9k0vd", "frozenauthors": [ { "first_name": "Felix", "middle_name": "", "last_name": "Hill", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Clark", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Karl", "middle_name": "Moritz", "last_name": "Hermann", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Phil", "middle_name": "", "last_name": "Blunsom", "name_suffix": "", "institution": "DeepMind", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29493/galley/19353/download/" } ] }, { "pk": 30162, "title": "Simulating Feature- and Relation-Based Categorisation with a\nSymbolic-Connectionist Model", "subtitle": null, "abstract": "Participants in Goldwater et al. (2018) reported using either\nfeature- or relation-based strategy during a series of category\nlearning tasks. A computational modeling study was conducted\nto investigate whether performance on Experiments 1 and 2 of\nGoldwater et al. (2018) might be explained by the assumption\nthat participants used either feature- or relation-based\nrepresentational encoding during learning. Human\nparticipants’ and model performance are compared and\nimplications are discussed", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorisation; relational categories; featural\ncategories; symbolic-connectionist model; computational\nmodeling" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5t65d4c6", "frozenauthors": [ { "first_name": "Ekaterina", "middle_name": "Y.", "last_name": "Shurkova", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Leonidas", "middle_name": "A.A.", "last_name": "Doumas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30162/galley/20016/download/" } ] }, { "pk": 29861, "title": "Simulating Infant Visual Learning by Comparison: An Initial Model", "subtitle": null, "abstract": "Researchers have recently found that 3-month-old infants are\ncapable of using analogical abstraction to learn the same or\ndifferent relation, given the right conditions (Anderson et al.\n2018). Surprisingly, seeing fewer distinct examples led to\nmore successful learning than seeing more distinct examples.\nThis runs contrary to the prediction of standard learning\ntheories, which hold that a wider range of examples leads to\nbetter generalization and transfer, but is compatible with other\nfindings in infant research (Casasola 2005; Maguire et al.\n2008). Anderson et al. (2018) propose that this is due to\ninteractions between encoding and analogical learning. This\npaper explores that proposal through the lens of cognitive\nsimulation, using automatically encoded visual stimuli and a\ncognitive model of analogical learning. The simulation results\nare compatible with the original findings, thereby providing\nevidence for this explanation. The assumptions underlying the\nsimulation are delineated and some alternatives are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy" }, { "word": "relational learning" }, { "word": "Cognitive\nSimulation" }, { "word": "infant cognition" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dx7j1s5", "frozenauthors": [ { "first_name": "Kezhen", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Kenneth", "middle_name": "D.", "last_name": "Forbus", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Susan", "middle_name": "J", "last_name": "Hespos", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Erin", "middle_name": "M.", "last_name": "Anderson", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29861/galley/19715/download/" } ] }, { "pk": 30123, "title": "Simulating length and frequency effects across multiple tasks with the Bayesianmodel BRAID-Phon", "subtitle": null, "abstract": "In visual word processing modeling, few models have success-fully accounted for a large variety of tasks, and large corpora ofbehavioral observations. We consider a dataset from a megas-tudy, in which participants performed three tasks (lexical de-cision, word naming, and word recognition in a progressivedemasking situation), on the same, large set of stimuli. Wedefine the BRAID-Phon model, an extension of a previousprobabilistic model, the BRAID model, whose originality isits visuo-attentional component, in which a visuo-attentionaldistribution spatially deploys sensory processing capabilities.BRAID-Phon includes phonological representations of words,allowing simulating the naming task. We simulated the threetasks on the dataset we considered, and analyzed predicted re-action times in terms of word frequency and word length ef-fects. Simulation results show that BRAID-Phon successfullycaptures the direction and order of magnitude of the observedeffects, in all three tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Visual word processing; computational modeling;reading aloud; lexical decision; megastudy simulation" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87k2h62g", "frozenauthors": [ { "first_name": "Ali", "middle_name": "", "last_name": "Saghiran", "name_suffix": "", "institution": "Univ. Grenoble Alpes", "department": "" }, { "first_name": "Sylviane", "middle_name": "", "last_name": "Valdois", "name_suffix": "", "institution": "Univ. Grenoble Alpes", "department": "" }, { "first_name": "Julien", "middle_name": "", "last_name": "Diard", "name_suffix": "", "institution": "Univ. Grenoble Alpes", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30123/galley/19977/download/" } ] }, { "pk": 29784, "title": "Simulations and theory of generalization in recurrent networks", "subtitle": null, "abstract": "Despite the tremendous advances of Artificial Intelligence, a general theory of intelligent systems, connecting the psycho-logical, neuroscientific and computational levels is lacking. Artificial Neural Networks are good starting points to buildthe theory. We propose to analyze generalization of learning in simple but challenging problems. We have previouslyproposed to concentrate on learning sameness, as we have shown that this is difficult for a SRN. Here we present theresults of trying to use a Long-Short Term Memory Network to learn sameness. We show that the LSTM although muchmore efficient to learn partial examples of sameness fails to generalize to a proportion of the examples. This suggests thatLSTM and SRN share a core set of features that make generalization of sameness problematic. By analyzing where thetwo models fail, we arrive at a proposal of what makes sameness hard to learn and generalize in recurrent neural networks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fq4q091", "frozenauthors": [ { "first_name": "Juan", "middle_name": "", "last_name": "Valle-Lisboa", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29784/galley/19638/download/" } ] }, { "pk": 29617, "title": "Sixteen-month-olds comprehend unanchored absent reference", "subtitle": null, "abstract": "A nascent understanding of absent reference emerges around 12months: provided with rich contextual support, infants look and pointto the location of a displaced object. When can infants understandabsent reference without contextual support? Using a proceduremodified from Hendrickson and Sundara (2017), 13- and 16-month-olds first listened to utterances containing familiar target words, whileviewing a checkerboard. Then, two objects – a referent and a distractor(e.g., a cup and a shoe) – appeared on the screen. Only 16-month-oldsdemonstrated a reliable looking preference for the referents, suggestingthat listening to the utterances activated their mental images of thereferents. These results establish that at 16 months, infants comprehendreference to absent entities without any contextual support.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "absent reference; unanchored absent reference; wordlearning; reference comprehension" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05j9k6g9", "frozenauthors": [ { "first_name": "Elena", "middle_name": "", "last_name": "Luchkina", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "David", "middle_name": "M.", "last_name": "Sobel", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "James", "middle_name": "L.", "last_name": "Morgan", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29617/galley/19476/download/" } ] }, { "pk": 29553, "title": "Sleep-associated consolidation in app-based language learning", "subtitle": null, "abstract": "Neuro-cognitive models of word learning propose a role for sleep in\nconsolidating new words, yet evidence for sleep-associated memory\nbenefits outside of experimental contexts is scarce. This study\ncompared wake- and sleep-associated memory changes in data from\nMemrise, a publicly available language-learning app. Memory for\nforeign words and phrases remained very high in accuracy across a\n7-12 hour delay, and there were no differences in forgetting between\nwake and sleep. However, learners were quicker to arrive at the\ncorrect translation after a period of sleep compared to wake. This\nsleep-associated benefit was seen for words but not phrases, and\ncould not be fully accounted for by circadian differences in\ncompletion time. As such, we demonstrate that the behavioural\nbenefits of sleep on vocabulary can be observed in real-world\nlanguage learning, and discuss the promise for combining small-\nscale lab studies with naturally occurring datasets to understand\nlearning outcomes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "vocabulary; learning; memory; consolidation" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27r4h31z", "frozenauthors": [ { "first_name": "Emma", "middle_name": "", "last_name": "James", "name_suffix": "", "institution": "University of York", "department": "" }, { "first_name": "Yolanda", "middle_name": "G.", "last_name": "Koutraki", "name_suffix": "", "institution": "Memrise Ltd", "department": "" }, { "first_name": "Hannah", "middle_name": "", "last_name": "Tickle", "name_suffix": "", "institution": "Memrise Ltd", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29553/galley/19413/download/" } ] }, { "pk": 29494, "title": "Social Foraging in Groups of Search Agents\nwith Human Intervention", "subtitle": null, "abstract": "Intelligent agents coordinate and cooperate flexibly when rules\nand dynamics of interaction can change over time and across\ndifferent tasks and environmental conditions. Loose coupling\nemerges among agents when the rules of interaction are weak\nenough for agents to act independently or interdependently,\nand patterns of interaction vary as a function of conditions.\nHere, we examine collective foraging among simulated agents\nwith and without human intervention. We find that loose\ncoupling among search agents improved group foraging\nsuccess, and that human players improved performance partly\nby subtle, indirect effects on group interactions. Analyses of\nmovement patterns showed that loose coupling enabled\ncollections of agents to self-organize and reorganize into a\ngreater diversity of ad hoc groupings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Social foraging; Agent based modeling; Loose\ncoupling" } ], "section": "Agend-based Models", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3g4627f9", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "S.", "last_name": "Schloesser", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Derek", "middle_name": "", "last_name": "Hollenbeck", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Christopher", "middle_name": "T.", "last_name": "Kello", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29494/galley/19354/download/" } ] }, { "pk": 30039, "title": "Social influence and informational independence", "subtitle": null, "abstract": "We frequently use social information when making decisions.For instance, other people may know more about a problemthan we do, so we might update our initial beliefs in light oftheir opinions. The epistemic value of these social cues de-pends in part on their informational independence. Peopleshould thus be sensitive to nonindependence in their weightingof social information. However, the current literature yieldsconflicting results. In one recent study, participants valued so-cial information less when it was nonindependent; in another,participants were insensitive to nonindependence. We identifypossible causes of this inconsistency, and present an experi-mental paradigm that aims to fill these gaps. Then, in a study(N=200) with pre-registered hypotheses and analyses, we findthat participants were not sensitive to cue dependence. Wehighlight the relevance of this finding for the modern mediacontext, where nonindependence of both traditional and socialmedia sources can lead to the spread of bias or false belief.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making; social information; cognitivebias; belief updating; independence;" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49b4599q", "frozenauthors": [ { "first_name": "Justin", "middle_name": "", "last_name": "Sulik", "name_suffix": "", "institution": "Ludwig Maximilian University of Munich", "department": "" }, { "first_name": "Bahador", "middle_name": "", "last_name": "Bahrami", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Ophelia", "middle_name": "", "last_name": "Deroy", "name_suffix": "", "institution": "Ludwig Maximilian University of Munich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30039/galley/19893/download/" } ] }, { "pk": 30022, "title": "Social Learning with Sparse Belief Samples", "subtitle": null, "abstract": "We present a model of social learning over networks were individuals with insufficient and heterogeneous sources ofinformation aggregate their private observations with samples from belief distributions of their neighbors in order to learnan underlying state of the world. We presume two behavioral assumptions. The first assumes communication constraintsin that agents can only share, in each round, a single sample from their belief on the true state with their neighbors. This isin contrast with standard models of sharing the full belief, i.e. the entire probability distribution over the set of parameters.The second behavioral assumption points to an updating scheme according to which agents use simple linear rules toaggregate their neighbors’ actions with their private Bayesian posterior. We rigorously analyze the asymptotic behaviorof such an update and show that so long as all the individuals trust their neighbors more than their private informationsources, they do not learn the true parameter with positive probability. Social learning can occur, however, if the societycontains confident individuals that are experts in distinguishing different alternatives from truth, even though no singleindividuals may be able to distinguish the truth on her own. Our results indicate that social learning is possible even whenagents only share a single sample from their belief distribution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/30v540mz", "frozenauthors": [ { "first_name": "Rabih", "middle_name": "", "last_name": "Salhab", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Amir", "middle_name": "", "last_name": "Ajorlou", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Ali", "middle_name": "", "last_name": "Jadbabaie", "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": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30022/galley/19876/download/" } ] }, { "pk": 29490, "title": "Social Offloading:Just Working Together is Enough to Remove Semantic Interference", "subtitle": null, "abstract": "Cognitive interference is a classic cognitive phenomenon:processing one stimulus while ignoring another is morechallenging when the two are related. Recently, andsurprisingly, it has been shown that an individual’s cognitiveinterference can be removed by the people around them. In thepicture-word interference paradigm, participants respond to atarget picture and ignore distractor words. If the words aresemantically related to the target, interference slows responses.We found that this cognitive interference was removed, orsocially offloaded, when participants believed that they wereworking together with another person. In contrast to previousstudies we found it did not matter if the other person workedon the distractor words or on task irrelevant, coloured squares.Furthermore, the time course of this effect suggests that thesocial offloading of semantic interference is underpinned bylate inhibitory mechanisms rather than early distractor filtering.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive offloading; distributed cognition; jointaction; interference effects; social context" } ], "section": "Social Inference", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45q355sm", "frozenauthors": [ { "first_name": "Miles", "middle_name": "R. A.", "last_name": "Tufft", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Daniel", "middle_name": "C.", "last_name": "Richardson", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29490/galley/19350/download/" } ] }, { "pk": 29660, "title": "Spatial Alignment Facilitates Visual Comparison in Children", "subtitle": null, "abstract": "Visual comparison is a key process in everyday learning.Matlen et al. (2020) recently proposed the Spatial AlignmentPrinciple, based on the broader work of structure-mappingtheory in comparison. According to the principle, visualcomparison is more efficient when pairs are arranged in directplacement: i.e., so that the visuals are juxtaposed orthogonallyto their structural axes. In this placement (a) the intendedrelational correspondences are readily apparent, and (b) theinfluence of potential competing correspondences isminimized. Thus, this placement should make the relationalalignment maximally easy to notice. The results of a same-different task in adults supported this claim. The current studyasks whether the Spatial Alignment Principle applies inchildren’s visual comparison. 6-year-old children performed asame-different task for visual relational patterns. The resultsindicated that direct placement led to faster and more accuratecomparison, both for concrete same-different matches(matches of both objects and relations) and for purely relationalmatches.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spatial alignment; visual comparison" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zc3w6wf", "frozenauthors": [ { "first_name": "Yinyuan", "middle_name": "", "last_name": "Zheng", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Bryan", "middle_name": "J.", "last_name": "Matlen", "name_suffix": "", "institution": "WestEd STEM Program", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29660/galley/19517/download/" } ] }, { "pk": 29849, "title": "Spatial alignment supports comparison of life science visuals for 7th graders", "subtitle": null, "abstract": "Visual comparisons are ubiquitous in STEM education. We suggest that visual comparisons are carried out by a structuralalignment process that draws correspondences between analogs based on relational structure (Sagi, Gentner, & Lovett,2012). The spatial arrangement of images can influence visual comparisons by increasing or decreasing competitionfrom incorrect correspondences (Matlen, Gentner, & Franconeri, 2020). The present study tested whether this could beleveraged to help children compare complex STEM-related images. Seventh graders were shown drawings of skeletonscontaining an anomalous bone, either solo or paired with a correct standard. Children were more accurate at finding theanomaly when given a correct standard to compare to. On especially difficult trials in which skeletons were shown innon-canonical orientations (e.g., a cow oriented vertically), performance was enhanced when the spatial placement of thetwo skeletons was direct, minimizing competing correspondences. Thus, direct placement may help students comparecomplex unfamiliar images.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51d873xs", "frozenauthors": [ { "first_name": "Nina", "middle_name": "", "last_name": "Simms", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Jee", "name_suffix": "", "institution": "Worcester State University", "department": "" }, { "first_name": "Bryan", "middle_name": "", "last_name": "Matlen", "name_suffix": "", "institution": "WestEd", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29849/galley/19703/download/" } ] }, { "pk": 30205, "title": "Spatial structure in the cultural ecosystem of number", "subtitle": null, "abstract": "Cognition and culture shape each other. Private thinking is externalized in public artifacts, which can shape habits ofthought. Within individual minds, for instance, numbers are associated with space. Do similar regularities exist withinthe cultural ecosystem of written numbers? We analyzed three contexts: English books, childrens picture books, andalgebraic expressions created during mathematical activity. Within individual numbers, digits were ordered spatially fromleft-to-right, with lower-value digits appearing more often to the left and greater-value digits to the right (e.g., 179). Ona larger scale, lesser-valued numbers were more likely to appear first in phrases and algebraic expressions (e.g., 19 dogsand 32 cats, 19x+32). The cultural ecosystem of number thus exhibits spatial regularities at multiple scales. We discussimplications for the development and dissemination of individual mental associations (mental number lines) and defend anecological perspective in which cognition reflects mutual constraints between artifacts, practices, and individual thought.", "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/75g4n2s7", "frozenauthors": [ { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "University of California, Merced", "department": "" }, { "first_name": "Kate", "middle_name": "", "last_name": "Samson", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Netflix", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30205/galley/20059/download/" } ] }, { "pk": 29428, "title": "Specificity of Infant Statistical Learning", "subtitle": null, "abstract": "Sensitivity to transitional probabilities (TP) in continuous speech has been extensively documented, yet little is knownabout how infants represent sequences that are the output of statistical learning. Across 3 experiments we test 8-month-old English-learning infants indexical, segmental, and suprasegmental representations of newly-encountered statistically-defined words. Following familiarization with a naturally-produced Italian corpus that contained two trochaic (strong-weak) high TP (HTP) words produced by a female speaker, infants were tested on their ability to discriminate modifiedHTP words (Experiment 1=male voice; Experiment 2=onset consonant change); Experiment 3=iambic stress pattern),from foils. Infants demonstrated a significant familiarity preference for modified HTP words in Experiments 1 and 3,but failed to recognize consonant modified HTP words in Experiment 2. Findings demonstrate infants can generalizerepresentations of statistically-defined words across a range of acoustic forms less relevant to word meaning in English,but not across phonemic characteristics that are core to word meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Learning and Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vm980zr", "frozenauthors": [ { "first_name": "Sara", "middle_name": "Parvanezadeh", "last_name": "Esfahani", "name_suffix": "", "institution": "University of Tennessee", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Hay", "name_suffix": "", "institution": "University of Tennessee", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29428/galley/19288/download/" } ] }, { "pk": 29615, "title": "Spontaneous and Voluntary Analogical Retrieval During Problem-Solving andHypothesis Generation", "subtitle": null, "abstract": "Theoretical models of analogical retrieval implicitly assumethat the cognitive system continuously scans long-term memorybased on the contents of working memory (WM). Experiment 1revealed that when a target analog is presented in the context ofa problem-solving activity, a prompt to search for analogoussituations adds nothing over-and-above the probabilities ofbeing spontaneously reminded of an analogous problem.More exploratory in nature, Experiment 2 presents the firstexperimental evidence of analogical retrieval during hypothesisgeneration. Our prompt to search for analogous phenomenaincreased access to distant analogs, suggesting that hypothesis-generation does not reliably elicit a search for analogousphenomena. Results suggest that a search for analogous casesis not automatically triggered by the contents of WM, and thatthe nature of the tasks in which the analogs are embeddeddetermines whether a search for analogs will be initiated.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; retrieval; problem-solving; hypothesisgeneration" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8b56f88x", "frozenauthors": [ { "first_name": "Máximo", "middle_name": "", "last_name": "Trench", "name_suffix": "", "institution": "University of Comahue", "department": "" }, { "first_name": "Leandro", "middle_name": "Emmanuel", "last_name": "Rivas", "name_suffix": "", "institution": "Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales", "department": "" }, { "first_name": "Melisa", "middle_name": "", "last_name": "Díaz", "name_suffix": "", "institution": "Instituto Patagónico de Estudios de Humanidades y Ciencias Sociales", "department": "" }, { "first_name": "Ricardo", "middle_name": "A.", "last_name": "Minervino", "name_suffix": "", "institution": "University of Comahue", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29615/galley/19474/download/" } ] }, { "pk": 29434, "title": "Starting small: Exploring the origins of successor function knowledge", "subtitle": null, "abstract": "Although most U.S. children can count sets by 3.5 years of age, many fail to understand that adding 1 to a set correspondsto counting up 1 word in the count list (i.e., the successor function). Initially, children have piecemeal knowledge of thisrelation, and do not understand that it holds for any number. Although generalized successor knowledge emerges around6 years of age, it is unknown when children’s item-based learning begins, and therefore when they begin learning relationsbetween number words – a critical precursor to mathematical reasoning. Here, we explore the timescale and mechanismsunderlying this knowledge in 2- to 4-year-old children. We find that these children have established item-based mappings,but that they are unrelated to count list knowledge. Instead, we show evidence that the origins of successor knowledgemay lie in mappings made between non-symbolic set representations and known number words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Numerosity", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8dq7v2pw", "frozenauthors": [ { "first_name": "Rose", "middle_name": "", "last_name": "Schneider", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "Ashlie", "middle_name": "", "last_name": "Pankonin", "name_suffix": "", "institution": "San Diego State University", "department": "" }, { "first_name": "Adena", "middle_name": "", "last_name": "Schachner", "name_suffix": "", "institution": "UC San Diego", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29434/galley/19294/download/" } ] }, { "pk": 29694, "title": "Staying and Returning Dynamics of Sustained Attention in Young Children", "subtitle": null, "abstract": "Sustained attention is a dynamic process with rich temporalstructure. Eye-tracking provides a tool for capturing rich tem-poral data relevant to sustained attention, but extracting rele-vant insights from this rich data is nontrivial. This paper stud-ies eye-tracking data collected from children, aged 3-5, per-forming the TrackIt task, a visual object tracking paradigm de-signed for studying sustained attention development in youngchildren. Building on a hidden Markov model paradigm re-cently proposed for analyzing eye-tracking data with TrackIt,we explore characterizations of participant behavior, such ascontinuously maintaining attention on an object and transition-ing attention between objects, that provide richer insights thantask performance alone. In particular, our results suggest thatimprovement in TrackIt performance that accompanies devel-opment in this age range may stem more from improved abilityto return to task after distractions, rather than from improve-ments in ability to continuously maintain attention on the task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sustained attention; eye-tracking; TrackIt" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02x136st", "frozenauthors": [ { "first_name": "Jaeah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Shashank", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Google", "department": "" }, { "first_name": "Erik", "middle_name": "D.", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "V.", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29694/galley/19551/download/" } ] }, { "pk": 29987, "title": "Stereotypes Decrease Childrens Tendency to Acknowledge Constraints on Choice", "subtitle": null, "abstract": "Prior research has documented childrens recognition that a choice made when constrained to a single option is a poorindicator of anothers preference. The present study (N = 246; 5 to 10 years) examined childrens tendency to make thisinference in stereotypical contexts (e.g., a girl playing with a doll). Because stereotypes provide powerful explanatoryframeworks (e.g., girls inherently like dolls), children may discount constraints and infer that constrained and uncon-strained stereotypical choices are both evidence of a preference. The majority of children discounted constraints in thisway. However, while younger children (5 to 6 years) tended to discount constraints similarly across both stereotypicaland gender-neutral choices, older children (9 to 10 years) were more likely to discount constraints when reasoning aboutstereotypical choices. We also report evidence that, overall, childrens acknowledgment of environmental constraints maynot be as robust as previously documented.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41b2d2tb", "frozenauthors": [ { "first_name": "Jamie", "middle_name": "", "last_name": "Amemiya", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Mortenson", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Sohee", "middle_name": "", "last_name": "Ahn", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Caren", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Gail", "middle_name": "", "last_name": "Heyman", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29987/galley/19841/download/" } ] }, { "pk": 30093, "title": "Storage and Computation of Multimorphemic Words in Turkish", "subtitle": null, "abstract": "Whether morphologically complex words are stored as a whole or decomposed into constituents has been well-investigatedexperimentally in Indo-European languages like English, Italian, Dutch and French. There is substantial evidence in theselanguages in favor of and architecture which allows both decomposition and storage. This study investigates how mor-phologically complex words involving two or more morphemes are represented in Turkish which, unlike Indo-Europeanlanguages, is renowned for its highly rich morphology. Applying a probabilistic tradeoff-based model of morphologicalstorage and computation (ODonnell 2015) to a corpus of Turkish word forms, we derive predictions about stored patternsin the language. We discuss these patterns and propose several for future experimental investigation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5148c70s", "frozenauthors": [ { "first_name": "Rabia", "middle_name": "", "last_name": "Ergin", "name_suffix": "", "institution": "Boazii", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Morgan", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Odonnell", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30093/galley/19947/download/" } ] }, { "pk": 30024, "title": "Strategy Inference and Switch Detection Method Generalizes to CategoryLearning", "subtitle": null, "abstract": "Lee, Gluck, and Walsh (2019) developed a series of Bayesian inference models that use multiple behavioral measuresto infer the use and switching of strategies in a decision-making task. Their approach addresses common deficiencies instrategy inference, such as the assumption that participants use a single fixed strategy and the methodological reliancesolely on decision outcomes to inform inference. These deficiencies are addressed by incorporating trial-level informationprocessing data and by allowing switch points in strategy use throughout the experiment protocol. Here we evaluate thegeneralizability of this approach using data from a Brunswik face category learning experiment (Gluck, Staszewski, Rich-man, Simon, & Delahanty, 2001). Results support the cross-domain generalizability of the Bayesian inference models forinferring both strategy use and switching using multiple sources of behavior. We compare these results to the conclusionsreached in the original research by Gluck et al. (2001).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06r8n59m", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "", "last_name": "Hough", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Gluck", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30024/galley/19878/download/" } ] }, { "pk": 30052, "title": "Striatal and Cortical Components of Inattentional Responses: An Experimentaland Computational Study of theWisconsin Card Sorting Test in Adults withADHD traits", "subtitle": null, "abstract": "Attention Deficit and Hyperactivity Disorder (ADHD) is a neuropsychiatric condition with a neurodevelopmental coursethat often persists in adulthood. Although it is conceptualised as a categorical disorder, ADHD traits are present in thegeneral population. ADHD constitutes an important paradigm because its aetiology is related to both frontal and striatalcircuits, but it is unclear what localised operations could be at fault when ADHD symptoms arise. We present a study where50 adults, of which 14 had a diagnosis of ADHD, performed a speeded and unspeeded variation of the Wisconsin CardSorting Test (WCST) and completed a set of questionnaires, including the Conners Adult ADHD Rating Scales (CAARS).Results indicate that sorting errors on the WCST did not differ between groups. However, when response times werecharacterised in terms of parameterised ex-Gaussian distributions for the unspeeded part of task, moderate correlationswere found between the parameter corresponding to the thickness of the tail of the distribution and subscales of theCAARS measuring inattention and impulsivity. This suggests that inattention and/or impulsivity explain the occasionalslower responses of ADHD participants. We consider the results in the context of an existing computational model thatsimulates cortical and basal ganglia operation in the WCST, where a qualitative exploration supports a distinction betweencortical and striatal components of the psychological processes that lead to performance of participants with ADHD traits.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hw4m5v9", "frozenauthors": [ { "first_name": "Andrea", "middle_name": "", "last_name": "Caso", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Cooper", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30052/galley/19906/download/" } ] }, { "pk": 29401, "title": "Structured ecologies for social and linguistic development", "subtitle": null, "abstract": "This is a joint work of two labs that offers a perspective ondevelopment and learning, which complements theconference’s focus on “changes in representation andprocessing abilities in development”. Strong background inecological psychology allowed us to recognize the richnessand multilayered structuring of infants’ environment, whichactively engages them and to which infants tune their action-perception. We conceptualize this environment as reliable“social physics”, constituted of predictable, enacted socialevents, in which infants learn to participate. Using bothtraditional (qualitative and quantitative) and dynamicalsystems methods, we show the structuring of such events onmultiple timescales and levels and how participating in themsculpts the child’s agency in the social world. We show howthis background allows a fresh look on language acquisitionand how it informs computational modelling of languageemergence and models of human-robot interaction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ecological psychology" }, { "word": "social development;language development; mother-infant interaction; routines" } ], "section": "Language Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9bk3j4vb", "frozenauthors": [ { "first_name": "Joanna", "middle_name": "", "last_name": "Rączaszek-Leonardi", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Katharina", "middle_name": "J.", "last_name": "Rohlfing", "name_suffix": "", "institution": "Paderborn University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29401/galley/19261/download/" } ] }, { "pk": 29491, "title": "Stubborn extremism as a potential pathway to group polarization", "subtitle": null, "abstract": "Group polarization is the widely-observed phenomenonin which the opinions held by members of a small groupbecome more extreme after the group discusses a topic.For example, conservative individuals become even moreconservative, while liberal individuals become even moreliberal. Social psychologists have offered competing ex-planations for this phenomenon. These typically re-quire questionable assumptions about human psychol-ogy. Here, we posit a more parsimonious explanation:the stubbornness of extreme opinions. Using agent-based modeling, we demonstrate that such “stubbornextremism” gives rise to group polarization, as well asother trends observed across the literature on polariza-tion. Our study revealed a further methodological prob-lem for the study of group polarization: reporting opin-ions as categories (e.g. on a Likert scale) inflates theobserved increase in opinion extremity. We concludewith a call for deeper integration of opinion dynamicsmodeling with the cognitive science of communicationand influence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "opinion dynamics; polarization; social in-fluence; agent-based modeling" } ], "section": "Social Inference", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2gx1q3k8", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "A.", "last_name": "Turner", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Paul", "middle_name": "E.", "last_name": "Smaldino", "name_suffix": "", "institution": "University of California, Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29491/galley/19351/download/" } ] }, { "pk": 29687, "title": "Student Learning Trajectories and Knowledge Transfer in Early MathematicalEquivalence Interventions", "subtitle": null, "abstract": "Many students fail to develop adequate understanding of mathematical equivalence in early grades, which impacts lateralgebra learning. Work from McNeil and colleagues proposes that this failure is partly due to the format of traditionalinstruction and practice with highly similar problems, which encourages students to develop ineffective mental models ofproblem types (McNeil, 2014, McNeil & Alibali, 2005). In the current study, we explore students learning trajectoriesin two matched equivalence interventions. We show that, relative to an active control, the principle-based treatmentintervention gives rise to a greater number of successful learners, a designation that, in turn, leads to improved performanceon distal transfer assessments. We further demonstrate a predictive relationship between students engagement with theintervention, via workbook completion, and likelihood of becoming a successful learner. Our findings have implicationsfor early detection of learning and subsequent scaffolding for low-performing students.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3689f9kg", "frozenauthors": [ { "first_name": "Kristen", "middle_name": "", "last_name": "Johannes", "name_suffix": "", "institution": "WestEd", "department": "" }, { "first_name": "Jodi", "middle_name": "", "last_name": "Davenport", "name_suffix": "", "institution": "WestEd", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29687/galley/19544/download/" } ] }, { "pk": 29888, "title": "Supplementing problem solving with erroneous examples does not improvelearning from an online fraction tutor", "subtitle": null, "abstract": "It is established that examples are beneficial for learning, but are certain types of examples more helpful than others?Erroneous examples include errors that students are asked to correct, something that can be helpful in addressing mis-conceptions. One domain that is vulnerable to misconceptions is fraction arithmetic. In the present study, undergraduatestudents solved fraction problems using a tutoring system we designed. Some participants worked with the Erroneous-Example tutor, which supplemented problems with erroneous examples, while other participants worked with a traditionalProblem-Solving tutor that did not include erroneous examples. To evaluate the impact of tutor type on learning andself-efficacy, we analyzed difference scores from pre-test to post-test. While overall participants significantly improvedtheir fraction knowledge and self-efficacy, there was no significant difference between the two groups. Bayesian analysesprovided evidence for the null model, i.e., that erroneous examples were not more beneficial than traditional problemsolving.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8pq5s45w", "frozenauthors": [ { "first_name": "Sabrina", "middle_name": "", "last_name": "Burr", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Maria", "middle_name": "", "last_name": "Vorobeva", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Heather", "middle_name": "", "last_name": "Douglas", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Kasia", "middle_name": "", "last_name": "Muldner", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29888/galley/19742/download/" } ] }, { "pk": 29367, "title": "Symmetric alternatives and semantic uncertainty modulate scalar inference", "subtitle": null, "abstract": "Scalar inferences are commonly assumed to involve both lit-eral semantic interpretation and social cognitive reasoning.However, the precise way to characterize listeners’ represen-tation of context - including the space of possible utterance al-ternatives as well as the space of possible conventional mean-ings associated with linguistic forms - is a matter of ongoingdebate. We report a partial replication of a scalar inferencepriming study by Rees and Bott (2018), introducing a novelbaseline condition against which to compare behavior acrossdifferent priming treatments. We also investigate the effectof raising participants’ awareness of communicatively strongeralternatives that explicitly encode an exhaustive meaning (e.g.some but not all with respect to some). Our results suggestthat exhaustive alternatives (which are ‘symmetric’ to canoni-cal alternatives) can modulate the availability and strength ofscalar inferences, and that semantic uncertainty is an indepen-dent channel through which scalar inferences are modulated.We discuss implications for theories of pragmatic competence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "experimental pragmatics; implicature; priming;adaptation; computational pragmatics" } ], "section": "Semantics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4607q9bs", "frozenauthors": [ { "first_name": "Brandon", "middle_name": "", "last_name": "Waldon", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Judith", "middle_name": "", "last_name": "Degen", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29367/galley/19228/download/" } ] }, { "pk": 29460, "title": "Synchrony and asynchrony of the two eyes in binocular fixationsin the reading of English and Chinese; the implications for ocular prevalence", "subtitle": null, "abstract": "We explore low-level, behavioural universals in reading,across English and Chinese. We investigated binocularcoordination in terms of the small non-alignments betweenthe two eyes’ fixations in time. We define a typology of ninesuch asynchronies and report the different spatial distributionsof these types across the screen of text. We interpret them interms of their implications for ocular prevalence—theprioritizing of the input from one eye over the input from theother eye in higher perception/cognition, after binocularfusion. The results show striking similarities of binocularreading behaviours across the two very differentorthographies. Asynchronies in which one eye begins thefixation earlier and/or ends it later occur most frequently inthe hemifield corresponding to that eye. We propose that suchsmall asynchronies in binocular fixations prioritize the higherprocessing of the input from that eye, after binocular fusion.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "binocular reading; eye-tracking; ocularprevalence; English; Chinese" } ], "section": "Reading and Processing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0894439m", "frozenauthors": [ { "first_name": "Ruomeng", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Mateo", "middle_name": "", "last_name": "Obregón", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Hamutal", "middle_name": "", "last_name": "Kreiner", "name_suffix": "", "institution": "Ruppin Academic Center", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Shillcock", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29460/galley/19320/download/" } ] }, { "pk": 29365, "title": "Systematicity in a Recurrent Neural Network by Factorizing Syntax andSemantics", "subtitle": null, "abstract": "Standard methods in deep learning fail to capture composi-tional or systematic structure in their training data, as shownby their inability to generalize outside of the training distribu-tion. However, human learners readily generalize in this way,e.g. by applying known grammatical rules to novel words. Theinductive biases that might underlie this powerful cognitive ca-pacity remain unclear. Inspired by work in cognitive sciencesuggesting a functional distinction between systems for syn-tactic and semantic processing, we implement a modificationto an existing deep learning architecture, imposing an analo-gous separation. The resulting architecture substantially out-performs standard recurrent networks on the SCAN dataset, acompositional generalization task, without any additional su-pervision. Our work suggests that separating syntactic fromsemantic learning may be a useful heuristic for capturing com-positional structure, and highlights the potential of using cog-nitive principles to inform inductive biases in deep learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "compositional generalization; systematicity; deeplearning; inductive bias; SCAN dataset" } ], "section": "Semantics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3c0462ph", "frozenauthors": [ { "first_name": "Jacob", "middle_name": "", "last_name": "Russin", "name_suffix": "", "institution": "UC Davis", "department": "" }, { "first_name": "Randall", "middle_name": "C.", "last_name": "O’Reilly", "name_suffix": "", "institution": "UC Davis", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Jo", "name_suffix": "", "institution": "Universite de Montreal", "department": "" }, { "first_name": "Yoshua", "middle_name": "", "last_name": "Bengio", "name_suffix": "", "institution": "Universite de Montreal", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29365/galley/19226/download/" } ] }, { "pk": 29725, "title": "“Take the Middle” – Averaging Prior and Evidenceas Effective Heuristic in Bayesian Reasoning", "subtitle": null, "abstract": "When humans revise their assumptions based on evidence, theyprocess information on the (un)certainties of the situation. Thisprocess can be modeled by a (mathematically optimal) Bayes-ian reasoning strategy. Humans typically deviate from thisnorm and apply heuristic strategies, often by only partially pro-cessing the available information (e.g., neglecting base rates).From a perspective of ecological rationality, such heuristicspossibly constitute viable cognitive strategies in certain situa-tions. We investigate the adequacy of a cognitively plausibleheuristic strategy, which amounts to approximately averagingthe probability information on prior hypotheses and evidence.We compare this strategy to optimal Bayesian reasoning and toinformation-neglecting strategies by exploring the situationalparameter space (number of hypotheses, prior and likelihoodvalues). Finally, we frame this in the context of teachers’ diag-nostic judgments on students’ potential misconceptions (pri-ors) based on students’ solutions (evidence) and interpret theresulting accuracy of decisions within the ecology of informalstudent assessment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian reasoning; averaging-prior-and-evidencestrategy; diagnostic judgments; ecological rationality" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1c0416jj", "frozenauthors": [ { "first_name": "Katharina", "middle_name": "", "last_name": "Loibl", "name_suffix": "", "institution": "University of Education Freiburg", "department": "" }, { "first_name": "Timo", "middle_name": "", "last_name": "Leuders", "name_suffix": "", "institution": "University of Education Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29725/galley/19582/download/" } ] }, { "pk": 29461, "title": "Task effects on the lexical boost effect in structural priming", "subtitle": null, "abstract": "Four structural priming experiments investigated the lexical boost effect in structural priming. In two experiments, wetested whether repeating the subject in prepositional object or double object ditransitive structures boosted structuralpriming. In two other experiments, we manipulated the repetition of the verb. Repetition of the subject noun affectedstructural priming, but only when the prime remained visible while participants produced the target sentence. In contrast,repetition of the verb boosted priming regardless of whether participants could see the prime and target simultaneously.We conclude that the subject noun repetition effect is more strategic in nature than the verb boost effect. Structures areautomatically associated with the verb, their syntactic head, whereas repetition of the subject noun only affects priming ifthe presentation method makes the repetition highly explicit.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Reading and Processing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4vq6h82w", "frozenauthors": [ { "first_name": "Roger", "middle_name": "van", "last_name": "Gompel", "name_suffix": "", "institution": "University of Dundee", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Wakeford", "name_suffix": "", "institution": "University of Abertay", "department": "" }, { "first_name": "Leila", "middle_name": "", "last_name": "Kantola", "name_suffix": "", "institution": "Ume University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29461/galley/19321/download/" } ] }, { "pk": 30150, "title": "Teachers Know Best: The Impact of Taxonomic Distance and TeacherCompetence on Evaluation of Negative Evidence", "subtitle": null, "abstract": "Inductive generalization involves extending knowledge fromsparse samples of evidence to arrive at broad conclusions.Most of the research in this area has focused on generalizationfrom sparse samples of positive evidence (cases known to shareproperties with known cases; e.g., birds have hollow bones).Much less is known about generalization from samples ofnegative evidence (cases known to lack the propertiesattributed to known cases; e.g., bats do not have hollow bones).This paper reports the results from three experiments thatexamined factors that were believed to influence adults’evaluation of negative evidence. Experiment 1 showed thatwhen selecting among samples most useful for teaching abouta particular category, participants (N=36) preferred sampleswith negative evidence rather than those with single, oradditional, positive evidence. Experiment 2 revealed thatparticipants (N=25) preferred samples with negative evidencethat included a closer (rather than more distant) taxonomicmatch with the category in question. Finally, Experiment 3revealed that adults (N=52) only preferred samples thatprovided a close match when evidence was provided by acompetent informant. Overall these results emphasize theimportant role of pragmatic expectations when reasoning aboutsamples that include negative evidence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Generalization; Inductive reasoning; Negativeevidence; Pragmatics; Pedagogical sampling" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/50c9r3zs", "frozenauthors": [ { "first_name": "Chris", "middle_name": "A.", "last_name": "Lawson", "name_suffix": "", "institution": "UW-Milwaukee", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30150/galley/20004/download/" } ] }, { "pk": 29636, "title": "Teasing apart encoding and retrieval interference in sentence comprehension:Evidence from agreement attraction", "subtitle": null, "abstract": "This study investigates interference effects in sentenceprocessing. A parade case involves agreement attraction,where the processing of a number mismatch between a verband its subject is eased by a number-matching lure (*Thekeytarget to the cabinetslure were rusty), relative to sentenceswhere neither noun matches the verb (*The key to the cabinetwere rusty). Existing accounts claim that this effect reflectserror-prone retrieval or misrepresentation of the target.Recently, a third account has been proposed which claims thatthe contrast between the two configurations reflects increaseddifficulty in the second sentence due to feature overwriting inthe encoding (both nouns are singular). We provide resultsfrom two self-paced reading experiments that isolate theeffects of feature overwriting and attraction by manipulatingthe presence of an agreement cue. Results showed a largerdifference within the configurations with a cue, which suggestthat attraction cannot be reduced to feature overwriting.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sentence processing" }, { "word": "Interference" }, { "word": "agreementattraction" }, { "word": "memory retrieval" }, { "word": "feature overwriting" }, { "word": "reading times" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1417h0m4", "frozenauthors": [ { "first_name": "Dan", "middle_name": "", "last_name": "Parker", "name_suffix": "", "institution": "William & Mary", "department": "" }, { "first_name": "Kelly", "middle_name": "", "last_name": "Konrad", "name_suffix": "", "institution": "William & Mary", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29636/galley/19494/download/" } ] }, { "pk": 29745, "title": "Tell me something I don’t know: How perceived knowledge influences the use ofinformation during decision making", "subtitle": null, "abstract": "We are often confronted with new causal information aboutthe world, such as what causes a disease. What we think weknow may influence if and how we choose to use this new in-formation. Yet as prior work has shown, we are not alwayssuccessful at evaluating our own knowledge. We explored howhelping people better understand what they know about a do-main can influence their ability to use new causal informationin a decision-making context. Participants self-assessed theirknowledge (Experiment 1) or completed an objective assess-ment of their knowledge (Experiment 2) of diabetes, beforemaking diabetes-related decisions, either with or without newcausal information. Without a knowledge assessment, partic-ipants were less accurate with new causal information com-pared to without such information, replicating previous work.However, reassessing their knowledge increased participants’decision-making accuracy with causal information. We dis-cuss why helping people realize the limits of their causal un-derstanding may make them better supplement it with new in-formation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making; illusion of explanatory depth;causality; diabetes" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dm9z057", "frozenauthors": [ { "first_name": "Samantha", "middle_name": "", "last_name": "Kleinberg", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" }, { "first_name": "Jessecae", "middle_name": "K.", "last_name": "Marsh", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29745/galley/19601/download/" } ] }, { "pk": 29410, "title": "Ten-month-olds infer relative costs of different goal-directed actions", "subtitle": null, "abstract": "While it is straightforward to compare the costs of differentvariants of the same action (e.g., walking to a coffeeshop at theend of the block will always be less costly than walking to acoffeeshop three blocks away), the relative costs of differentactions are not directly comparable (e.g., would it be easier tojump over or walk around a fence?). Across two experimentswe demonstrate that 10-month-old infants spontaneouslyencode the manner of different goal-directed actions (jumpingover an obstacle vs. detouring around it, Experiment 1) and usethe principle of cost-efficiency to infer their relative costs(jumping is less costly to bypass low walls, but detouring isless costly to bypass high walls, Experiment 2). By relatingaction choices to the physical parameters of the environment,infants identify the least costly actions given thecircumstances, which allows them to make behavioralpredictions in new environments and may also enable them toinfer others’ motor competence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; action interpretation;rational action; infancy" } ], "section": "Events, Actions, and Sequencing", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pk45671", "frozenauthors": [ { "first_name": "Barbara", "middle_name": "", "last_name": "Pomiechowska", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Gergely", "middle_name": "", "last_name": "Csibra", "name_suffix": "", "institution": "Central European University, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29410/galley/19270/download/" } ] }, { "pk": 29761, "title": "Ten semantic differential evaluations of written Japanese vowels in a paper-basedsurvey study", "subtitle": null, "abstract": "Vowels in words have been associated with specific meanings in sound symbolism (Hamano, 1998; Newman, 1933;Sapir, 1929). The purpose of this study was to examine whether each vowel individually involves physical and emotionalmeanings. Six-hundred and thirteen participants (482 females; M 16.97) rated 5-point semantic differential scales (size,distance, thickness, extent, weight, height, depth, preference, arousal, and familiarity) to presented Japanese vowels (a, i, u,e, and o). Results showed that the size, extent, and thickness of a, u, and o were significantly higher than i and e, whereasthe preference and familiarity of a was higher than the others. These results were consistent with previous findings towhich vowels in sound-symbolic words were associated with physical (i.e., size, extent, and thickness) and emotional (i.e.,preference) evaluations. Our findings suggest that each vowel itself could individually contribute to specifically physicaland emotional evaluations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6510s4jv", "frozenauthors": [ { "first_name": "Misa", "middle_name": "", "last_name": "Ando", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Xinyi", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "YAN", "middle_name": "", "last_name": "YAN", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "yutao", "middle_name": "", "last_name": "yang", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Shushi", "middle_name": "", "last_name": "Namba", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Kazuaki", "middle_name": "", "last_name": "Abe", "name_suffix": "", "institution": "Hiroshima University", "department": "" }, { "first_name": "Toshimune", "middle_name": "", "last_name": "Kambara", "name_suffix": "", "institution": "Hiroshima University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29761/galley/19616/download/" } ] }, { "pk": 29546, "title": "Testing the immediate effects of transcranial Direct Current Stimulation (tDCS) onface recognition skills.", "subtitle": null, "abstract": "In the present study, we tested the effects of anodal tDCS deliveredover the Fp3 (for 10mins at 1.5mA) on the face inversion effect(better recognition for upright vs inverted faces) while participantsperformed an old/new recognition task. We recruited three groupsof participants (n=72) and randomly assigned them toexperimental conditions. In the anodal Study Phase conditionparticipants received the tDCS stimulation during the learningphase only. In the anodal Recognition Phase condition,participants received the anodal stimulation during the recognitiontask only. In the control group participants received shamstimulation (during the study or recognition phase). Consistentwith previous research, the results showed that anodal stimulationreduced the inversion effect by impairing recognition of uprightfaces. Critically, in both anodal conditions the inversion effect wassignificantly reduced compared to sham, and no difference wasfound between the two anodal conditions. Upright faces in eachanodal condition were recognized significantly worse than sham.This suggests that the tDCS-induced effects on face recognitionare immediate and affect both learning and performance. Weinterpret the results based on the account of perceptual learningand previous work on tDCS and the inversion effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Face Inversion effect; tDCS; perceptual learning" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gv720rc", "frozenauthors": [ { "first_name": "Ciro", "middle_name": "", "last_name": "Civile", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "R.", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Emika", "middle_name": "", "last_name": "Waguri", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "I.P.L.", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29546/galley/19406/download/" } ] }, { "pk": 29783, "title": "Text Matters but Speech Influences:A Computational Analysis of Syntactic Ambiguity Resolution", "subtitle": null, "abstract": "Analyzing how human beings resolve syntactic ambiguity haslong been an issue of interest in the field of linguistics. It is, atthe same time, one of the most challenging issues for spokenlanguage understanding (SLU) systems as well. As syntacticambiguity is intertwined with issues regarding prosody and se-mantics, the computational approach toward speech intentionidentification is expected to benefit from the observations ofthe human language processing mechanism. In this regard, weaddress the task with attentive recurrent neural networks thatexploit acoustic and textual features simultaneously and revealhow the modalities interact with each other to derive sentencemeaning. Utilizing a speech corpus recorded on Korean scriptsof syntactically ambiguous utterances, we revealed that co-attention frameworks, namely multi-hop attention and cross-attention, show significantly superior performance in disam-biguating speech intention. With further analysis, we demon-strate that the computational models reflect the internal rela-tionship between auditory and linguistic processes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "syntactic ambiguity resolution; speech intentiondisambiguation; audio-text co-attention framework; prosody-syntax-semantics interface" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/71p7m7pm", "frozenauthors": [ { "first_name": "Won", "middle_name": "Ik", "last_name": "Cho", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Jeonghwa", "middle_name": "", "last_name": "Cho", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Woo", "middle_name": "Hyun", "last_name": "Kang", "name_suffix": "", "institution": "Seoul National University", "department": "" }, { "first_name": "Nam", "middle_name": "Soo", "last_name": "Kim", "name_suffix": "", "institution": "Seoul National University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29783/galley/19637/download/" } ] }, { "pk": 29512, "title": ". . . that P is relevant for Q:Indicative conditionals and learning from testimony", "subtitle": null, "abstract": "Our beliefs change with learning, and much of what we learncomes from the testimony of other people. How much our be-liefs change may depend on how many people are the sourcesof a given piece of information, and how reliable their expertisemakes them. It is not clear, however, what exactly the effectsof reliability or number of speakers will be when the testimonyhas the form of an indicative conditional. Here, we test the hy-pothesis that learning a conditional amounts to increasing thedegree to which the antecedent of that conditional is relevantfor its consequent. Furthermore, we investigate whether this isaffected by number of speakers and by their expertise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "indicative conditionals; probabilistic relevance;testimony; source reliability" } ], "section": "Reasoning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95t333g3", "frozenauthors": [ { "first_name": "Karolina", "middle_name": "", "last_name": "Krzyzanowska", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Peter", "middle_name": "J.", "last_name": "Collins", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29512/galley/19372/download/" } ] }, { "pk": 30206, "title": "The Acceptability of AI at Work: Predicting the Intention to Use relying onUTAUT", "subtitle": null, "abstract": "Thanks to research breakthroughs, Artificial Intelligence (AI) has gained popularity in recent years. Nevertheless, itsacceptability by general public is a poorly researched subject. The unified theory of acceptance and use of technology(UTAUT), a popular model to evaluate acceptability, is generally used for technological products. The purpose of thisstudy is to ensure that UTAUT is an appropriated model to evaluate AI acceptability. In this paper, 705 participants wereinvited to evaluate the acceptability of tools that integrate AI at work in 2030. Relying on UTAUT, performance expectancy,effort expectancy, social influence, facilitating conditions, and intention to use were evaluated. Structural modeling sug-gests a significant influence of performance expectancy, social influence and facilitating conditions on intention to use AI(explained variance of 81%). This research paves the way for prospective research on the overall acceptability of AI.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41c623s5", "frozenauthors": [ { "first_name": "Nicolas", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "b¡¿com", "department": "" }, { "first_name": "Salom", "middle_name": "", "last_name": "Cojean", "name_suffix": "", "institution": "Universit d’Angers", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Ragot", "name_suffix": "", "institution": "b¡¿com", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30206/galley/20060/download/" } ] }, { "pk": 29884, "title": "The Adaptive Glasgow Face-Matching Task", "subtitle": null, "abstract": "Current face-comparison tests use a fixed set of stimuli, such that task difficulty is not tailored to the participant’s abilityto perform face matching, which varies greatly across people. Here, we create an adaptive version of the Glasgow FaceMatching Test (GFMT). To accomplish this, we make use of recent advances in machine learning that can encode pho-tographs into a learned face space and then generate photorealistic morphs that interpolate between mid-level features ofthe depicted individuals. In particular, we first use the StyleGAN neural-network architecture to generate challenging vari-ants of the GFMT. We then use QUEST+, a Bayesian adaptive psychometric testing procedure, to estimate the observer’ssensitivity to appearance changes during face matching. The resulting test, the adaptive GFMT (aGFMT), aims to moreefficiently estimate a participant’s face-matching ability.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4207x7pp", "frozenauthors": [ { "first_name": "Necdet", "middle_name": "", "last_name": "Gurkan", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Suchow", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29884/galley/19738/download/" } ] }, { "pk": 29668, "title": "The attentional demands of learning by doing: A developmental study", "subtitle": null, "abstract": "Research suggests learning by doing yields better outcomes than passive instructional activities (e.g., reading). Currently,the attentional demands of learning by doing are not well understood, which has important implications for youngerlearners. We investigated the developmental trajectory of learning by doing with eighty-five primary students (Mage=6.64years) who listened to a lesson about insects. Participants were presented with contrasting animal-pairs (e.g., ant—pillbug)and learned about insect features. Attention to the lesson was measured as the proportion of time fixating on the lesson. Apost-test assessed recall for lesson content and transfer. First-graders exhibited comparable recall after passive and activepractice, whereas kindergarteners benefited from passive practice. Interestingly, for transfer items first-graders benefitedfrom passive practice whereas kindergarteners benefited from active practice. Transfer performance was related to learnersattention during the task suggesting that learning by doing might depend on the development of attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8c18b0km", "frozenauthors": [ { "first_name": "Karrie", "middle_name": "", "last_name": "Godwin", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Paulo", "middle_name": "", "last_name": "Carvalho", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29668/galley/19525/download/" } ] }, { "pk": 30086, "title": "The benefits of practice with interruptions is step-specific", "subtitle": null, "abstract": "In two studies we investigated the effect of resumption practice\nfollowing an interruption at the same step in a Computerized\nPhysician Order Entry system (CPOE). The results of both studies\nshowed that error rate decreased with increasing amounts of\nresumption practice. One reason people may have resumed more\naccurately following an interruption is improvement in a general\nresumption process. If true, we would expect that participants\ncould be interrupted at any step in a task and show improved\nresumption with increased practice. Instead, our results suggest\nthat repeatedly resuming from the same step likely produces\nassociative priming between a specific task, interruption, and\nstep. The associative priming allowed participants to resume\nmore successfully with additional interruption practice, but only\nfor that task-interruption-step triplet.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "interruption" }, { "word": "skill acquisition" }, { "word": "practice" }, { "word": "errors" }, { "word": "memory for goals" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/96x199vg", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Zish", "name_suffix": "", "institution": "George Mason University", "department": "" }, { "first_name": "J. Malcolm", "middle_name": "", "last_name": "McCurry", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "J. Gregory", "middle_name": "", "last_name": "Trafton", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30086/galley/19940/download/" } ] }, { "pk": 29701, "title": "The best-laid plans of mice and men: Competition between top-down andpreceding-item cues in plan execution", "subtitle": null, "abstract": "There is evidence that the process of executing a plannedutterance involves the use of both preceding-context and top-down cues. Utterance-initial words are cued only by the top-down plan. In contrast, non-initial words are cued both bytop-down cues and preceding-context cues. Co-existence ofboth cue types raises the question of how they interact duringlearning. We argue that this interaction is competitive: itemsthat tend to be preceded by predictive preceding-context cuesare harder to activate from the plan without this predictivecontext. A novel computational model of this competition isdeveloped. The model is tested on a corpus of repetitiondisfluencies and shown to account for the influences onpatterns of restarts during production. In particular, this modelpredicts a novel Initiation Effect: following an interruption,speakers re-initiate production from words that tend to occurin utterance-initial position, even when they are not initial inthe interrupted utterance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Serial order; language production; repetition;initiation; retrieval; planning; HiTCH" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2sv0095k", "frozenauthors": [ { "first_name": "Zara", "middle_name": "", "last_name": "Harmon", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Vsevolod", "middle_name": "", "last_name": "Kapatsinski", "name_suffix": "", "institution": "University of Oregon", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29701/galley/19558/download/" } ] }, { "pk": 29628, "title": "The cognition of categorisation: nominal classification systems", "subtitle": null, "abstract": "Systems of nominal classification act as a functional means of categorisation, yet the number and type of categorieswithin these systems vary considerably across languages. The impact of vastly different classification systems on thecognitive representations of concepts is intriguing. We designed a suite of experiments to compare classifier systems in sixOceanic languages, chosen because their inventory of classifiers ranges from two to 23. Effective categorisation needs tobe informative to maximise communicative efficiency, but also simple to minimise cognitive load. Our sample languagesallow us to investigate the trade-off between the two principles of informativeness and simplicity to shed light on therelative optimality of their classification systems. Results from 122 participants across three experiments (free listing,card sorting, video vignettes) indicate that cognitive salience varies as a function of classifier inventory. We discuss theimplications of these results for the nature of nominal classification.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8021d236", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Grandison", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Franjieh", "name_suffix": "", "institution": "University of Surrey", "department": "" }, { "first_name": "Greville", "middle_name": "", "last_name": "Corbett", "name_suffix": "", "institution": "University of Surrey", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29628/galley/19486/download/" } ] }, { "pk": 29358, "title": "The “cognitive speed-bump”:How world champion Tetris players trade milliseconds for seconds", "subtitle": null, "abstract": "Tetris is a fast-paced puzzle solving game that requires play-ers to rapidly maneuver falling blocks to clear rows and scorepoints. Skilled Tetris players learn to execute moves in thegame very quickly to keep up with the increasing time pres-sure. But world champion Tetris players employ more complexstrategies that save precious milliseconds that enable them toreach even higher levels of play. Such strategies show mas-tery of the game’s event structure, but also come with a startupcost— a “cognitive speed bump”— wherein they must mo-mentarily decide whether to rotate a block left or right, evenfor scenarios where the distinction is not meaningful for per-formance. We present data showing both the world champions’superior overall action times, but also a preliminary “speedbump” that is consistent both within and between world cham-pion players. Potential underlying memory structures are ex-plored, and implications are discussed for both the Soft Con-straints Hypothesis and the relationship between Hick’s Lawand expertise.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive strategies; extreme expertise; videogames; real-time tasks; complex tasks; skill acquisition; Tetris;complex skills; interactive behavior" } ], "section": "Neuroscience and Psychophysics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gv9443c", "frozenauthors": [ { "first_name": "John", "middle_name": "K.", "last_name": "Lindstedt", "name_suffix": "", "institution": "University of New York", "department": "" }, { "first_name": "Wayne", "middle_name": "D.", "last_name": "Gray", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29358/galley/19219/download/" } ] }, { "pk": 29405, "title": "The complementary roles of knowledge and strategy in insight problem-solving", "subtitle": null, "abstract": "Two main classes of theory have been proposed to account forinsight problem-solving performance; those that invoke theovercoming of constraints arising from prior knowledge as thesource of insight, and those that propose strategic search formoves that make progress towards a hypothesized goal state.An experiment using matchstick algebra problems assessed thecontributions of each source. Results indicate that, while priorknowledge creates the conditions under which matchstickalgebra problems are more or less difficult to solve, search formoves that make the most apparent progress towards ahypothesized goal provides the key to eventual solution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "insight problem-solving; restructuring; priorknowledge; strategic search; representational change; progressmonitoring." } ], "section": "Language Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8m02w9c6", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "C.", "last_name": "Ormerod", "name_suffix": "", "institution": "University of Sussex", "department": "" }, { "first_name": "James", "middle_name": "N.", "last_name": "MacGregor", "name_suffix": "", "institution": "University of Sussex", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29405/galley/19265/download/" } ] }, { "pk": 29484, "title": "The contingency illusion bias as a potential driver of science denial", "subtitle": null, "abstract": "Science denial is a pressing social problem, contributing toinactivity in the face of climate change, or to a resurgencein outbreaks of preventable diseases. Cognitive factors are asignificant driver of science denial, in addition to social fac-tors such as political ideology. Biases pertaining to judgmentsof contingency (i.e., inferring causal relationships where noneexist) have been associated with misbeliefs, such as belief inthe paranormal and conspiracy theories. Here, we examinewhether contingency biases likewise predict science denial.We show that (a) various tasks used to study relevant biases doin fact load on a single latent ‘contingency illusion’ factor; (b)this contingency illusion bias is associated with increased sci-ence denial; (c) the contingency illusion bias mediates the re-lationship between intuitive (vs. analytic) cognitive style andscience denial; and (d) this holds even when accounting forpolitical ideology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "science denial; individual differences; causal illu-sion; misbelief; analytic style" } ], "section": "Biases", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2700x4pg", "frozenauthors": [ { "first_name": "Justin", "middle_name": "", "last_name": "Sulik", "name_suffix": "", "institution": "Ludwig Maximilian University of Munich", "department": "" }, { "first_name": "Rob", "middle_name": "", "last_name": "Ross", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Ryan", "middle_name": "", "last_name": "McKay", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29484/galley/19344/download/" } ] }, { "pk": 29974, "title": "The development of accent-based friendship preferences: Age and languageexposure matter", "subtitle": null, "abstract": "Previous research has shown that children exhibit strong,language-based social biases, preferring speakers of theirlocally dominant accent over foreign language or foreign-accented speakers. Even when regularly exposed to multiplelanguages or to speakers with non-local accents, elementaryschool-aged children nevertheless display strong languagebiases, preferring to be friends with native speakers over non-native speakers. The present study revisited this issue,examining whether routine exposure to additional languagesand/or non-local accents influences language-based friendpreferences. Three- to 5-year-old children (N = 183) growingup in a large, multicultural, North American City with at least70% English exposure were presented with pairs of children—one speaking native-accented English and the other speakingforeign-accented English—and were asked to choose whomthey wanted to be friends with. While accent exposure was notfound to predict children’s preference, there was a significanteffect of language exposure, such that greater experience withmultiple languages reduced biases for native-accentedspeakers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Attitudes" }, { "word": "friend preference" }, { "word": "developmental sociolinguistics" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66b175js", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "", "last_name": "St. Pierre", "name_suffix": "", "institution": "University of Toronto Mississauga", "department": "" }, { "first_name": "Elizabeth", "middle_name": "K.", "last_name": "Johnson", "name_suffix": "", "institution": "University of Toronto Mississauga", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29974/galley/19828/download/" } ] }, { "pk": 29860, "title": "The Development of Creative Search Strategies", "subtitle": null, "abstract": "What is creativity and how does it develop? Intuitively, it seems that children are often especially creative, but it isdifficult to find measures that are precise and comparable across development. In this study we use a creative foragingtask that involves the exploration of a high-dimensional space. This task precisely measures elements of creativity, whichwe compare between 4- to 8-year-olds and adults. We find that children show exploration-exploitation behavior in theircreative search resembling adults search. However, children are more exploratory in nature - compared to adults, theyspend a higher percentage of their search in exploration mode, and their exploitation phases are less optimal comparedto adults. Moreover, the products of childrens creative search are more often unique, compared to those of adults; andyounger children create more unique shapes than older children. Together, these results support the hypothesis that creativesearch may change across development, both in how the space of possibilities is navigated and what ideas are ultimatelygenerated. These findings inform not only our understanding of why childrens learning may sometimes be superior thanthat of adults, but also may inform our understanding of creativity and the creative process across development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7634039b", "frozenauthors": [ { "first_name": "Yuval", "middle_name": "", "last_name": "Hart", "name_suffix": "", "institution": "The Hebrew University of Jerusalem", "department": "" }, { "first_name": "Eliza", "middle_name": "", "last_name": "Kosoy", "name_suffix": "", "institution": "Berkeley", "department": "" }, { "first_name": "Emily", "middle_name": "", "last_name": "Liquin", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Leonard", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Allyson", "middle_name": "", "last_name": "Mackey", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29860/galley/19714/download/" } ] }, { "pk": 29396, "title": "The Differential Relationship of Extracurricular Activities and Screen Time with\nAdolescents’ Fluid and Crystallized Cognition", "subtitle": null, "abstract": "Adolescents are going through a period of rapid growth in\ncognitive resources, both in crystallized, or knowledge-based,\ncognition and fluid cognition, or the ability to think and reason\nflexibly. Past literature reveals an ongoing debate as to\nwhether, or in what way, different activities during childhood\nrelate to these abilities. The current study leveraged the\nAdolescent Brain Cognitive Development baseline dataset to\nexplore the interplay between nine- and ten-year-olds’\nextracurricular activities, screen time, and the different\ncomponents of cognition. Results indicate that adolescents’\nactivities explain more variance in crystallized than fluid\ncognition. Further, participation in artistic activities is\nassociated with increased fluid and crystallized cognition,\nthough sports is positively associated with fluid but negatively\nassociated with crystallized cognition. Different types of\nscreen time, though notably not video game playing, may be\nnegatively associated with cognition. Screen time explains\nmore variance in fluid cognition than extracurricular activities\ndo, whereas the opposite is true of crystallized cognition. This\ncorrelational study suggests potential avenues for further work\nto disentangle the causal links underlying the relationships\nbetween experiences and cognition. Do such activities change\nadolescents’ cognitive skill, or do children self-select to\nparticipate in certain types of activities that complement their\nexisting skills?", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "adolescence; screen time; extracurricular\nactivities; cognition; ABCD" } ], "section": "Facets of Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45b1t27m", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "M.", "last_name": "Weber", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29396/galley/19256/download/" } ] }, { "pk": 29954, "title": "The early cue catches the word: how gesture supports cross-situational wordlearning", "subtitle": null, "abstract": "Gesture is important for language acquisition, but how gesture and its temporal aspects integrate with other informationis not fully known. We manipulated referential ambiguity, and the availability and timing of a deictic gesture duringtraining on a word-learning task with adults to assess how gestural cues alter learning when tested on those words. Wedemonstrate that the presence of a gestural cue during training in a condition with two potential referents can reducereferential ambiguity sufficiently to produce performance at test similar to a condition with only one referent. We furthershow that learners demonstrate better performance at test with gestures that occur prior to, rather than after, the verballabel in training. Gesture during learning thus appears better at predicting, rather than confirming the referent. Theseresults offer insight into how cues can facilitate the disambiguation of meaning during word learning. Pre-registration:https://osf.io/exq7d/?view only=8b28001e56404ff79c2258f3b66d7474 Keywords: word learning; language acquisition;multiple cues; gestures; temporal; word-referent mapping", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/71j2s037", "frozenauthors": [ { "first_name": "Rachael", "middle_name": "W", "last_name": "Cheung", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Calum", "middle_name": "", "last_name": "Hartley", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29954/galley/19808/download/" } ] }, { "pk": 29740, "title": "The effect of book syntactic complexity on caregiver and child language profileduring shared book reading", "subtitle": null, "abstract": "Shared book reading positively effects language development, yet the causal pathways of this relationship are not un-derstood. Evidence shows that the book complexity modulates caregiver talk, but the link between the book linguisticcomplexity and child syntactic development remains unclear (Noble, et al. 2017). This project describes the speech gen-erated during book reading to see how it differs from typical child-directed speech and whether the picture-book sentencecomplexity is present in the speech that children hear. 10 families with children aged 30-37 months (MBCDI raw vocab-ulary 350-675 out of 680 total) recorded 6-12 picture-book reading sessions in their homes. The books were controlledfor word length (short: 125 words vs long: 1472 words) and syntactic complexity according to the 8 categories analyzedin Montag (2019): complex (17 tokens) vs. simple (0-7 tokens). The caregiver and child speech syntactic complexitymodulation as a function of picture-book syntactic complexity will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9m52r10q", "frozenauthors": [ { "first_name": "Anastasia", "middle_name": "", "last_name": "Stoops", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Montag", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29740/galley/19596/download/" } ] }, { "pk": 29562, "title": "The effect of cheerleading chants on time estimation performance", "subtitle": null, "abstract": "It is not clear how cheering chants affect time perception which can be critical for sport performance. Here we measuredthe performance participants estimated second-order length of duration using a conventional psychophysical task. In thecontrol condition, five participants were required to produce 1, 3, 5 or 10 seconds of target durations by pressing a button ina gymnasium where nobody except for experimenters came in. In the testing condition, a group of cheerleaders appearedand chanted for 20 seconds after each block. The participants were required to complete otherwise the same task as thecontrol condition. The order of conditions was counterbalanced. The percentages of errors of estimated time was 4.229.58,-24.318.81, -24.9117.06, -22.4921.83 for 1, 3, 5 and 10 second of target durations in the control condition. Those valueswere 16.1322.54, -10.7716.22, -11.878.95 and -12.385.74 in the testing condition. In summary, the chants increased theduration participants produced.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5kk277n1", "frozenauthors": [ { "first_name": "Yoshiko", "middle_name": "", "last_name": "Yabe", "name_suffix": "", "institution": "NTT Communication Science Laboratories", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "Watanabe", "name_suffix": "", "institution": "NTT Communication Science Laboratories", "department": "" }, { "first_name": "Ko", "middle_name": "", "last_name": "Yoshino", "name_suffix": "", "institution": "Nara Medical University", "department": "" }, { "first_name": "Makio", "middle_name": "", "last_name": "Kashino", "name_suffix": "", "institution": "NTT Communication Science Laboratories", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29562/galley/19422/download/" } ] }, { "pk": 30147, "title": "The effect of context on decisions:Decision by sampling based on probabilistic beliefs", "subtitle": null, "abstract": "Previous studies have shown that people’s decisions are af-fected by context in various ways, even when they are providedwith the same or analogous information. In the present study,we analyzed decisions based on verbally expressed probabilis-tic phrases (verbal probabilities) and examined how contextualfactors affected such decisions. In particular, we focused on thedifference in contexts that produced different probabilistic be-liefs with regards to uncertain events. We hypothesized thatsuch contextual effects could be explained in terms of a Deci-sion by Sampling (DbS) account (Stewart et al., 2006). In orderto examine our hypothesis, we proposed a modified version ofDbS, Decision by Belief Sampling (DbBS), and conducted be-havioral experiment about decision making. In this experiment,we set different contexts that we expected to produce differentprobabilistic beliefs regarding uncertain events for decision-makers and examined how such differences affected decisionmaking. Results showed that decisions were significantly af-fected by the variation in contexts, and DbBS well explainedsuch effects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "verbal probabilities; Decision by Sampling (DbS);directionality of verbal probabilities; contextual effects in de-cision making" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8bg0q0f8", "frozenauthors": [ { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "Otemon Gakuin University", "department": "" }, { "first_name": "Toshihiko", "middle_name": "", "last_name": "Matsuka", "name_suffix": "", "institution": "Chiba University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30147/galley/20001/download/" } ] }, { "pk": 30011, "title": "The Effect of Document Structure on Non-Native Readers in Web DocumentReading for Information Acquisition", "subtitle": null, "abstract": "While it is known that document design affects the reading process (Schriver, 1997), there are few studies on how designelements influence non-native readers’ reading. We conducted a study to examine how native and non-native (NN) readersread Japanese web documents with different structures (networked, hierarchical, and relational) using eye-tracking andhow differences in reading affect information lookup and comprehension evaluated by performance and comprehensiontests. We used municipal documents currently made available on the Web by local governments in Japan. Seven nativeand eight NN Japanese readers took part in the study. The results show that native readers are not influenced by differencesin document structure. NN readers, on the other hand, showed different patterns of reading depending on the documentstructure, and better information look up performance when they read documents with a relational structure. This seemsto be related to the amount of information available.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4387w9hp", "frozenauthors": [ { "first_name": "Sangmin", "middle_name": "", "last_name": "Han", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Kyo", "middle_name": "", "last_name": "Kageura", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30011/galley/19865/download/" } ] }, { "pk": 29930, "title": "The Effect of Knowledge about a Group on Perceived Group Variability and\nCertainty about Stereotype-Based Inferences", "subtitle": null, "abstract": "People often learn about categories, particularly social\ncategories, based on biased information. Unless people are\nable to correct for this, they may develop biased beliefs and\ninferences about these categories. The current research\nexamines if potentially biased information about social groups\nmakes groups appear more homogeneous, and makes people\nmore confident in their inferences about group members. Two\nsources of biases are considered: due to lacking first-hand\nexperience with a group, or due to having second-hand\ninformation from the media or other people. Both sources\nmade groups appear more homogeneous, suggesting that\ninformation biases were present and not corrected for.\nHowever, only second-hand knowledge led to greater\nconfidence about group members, because, when people\nlacked first-hand knowledge, their uncertainty about the\ngroup average counteracted this effect. This highlights the\nimportance of understanding biases present in people’s\ninformation, and corrective processes that may allow people\nto continue to make unbiased inferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Categories; Inference; Stereotypes; Variability;\nHomogeneity; Certainty; Bias" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1w70t3gh", "frozenauthors": [ { "first_name": "Thalia", "middle_name": "H.", "last_name": "Vrantsidis", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "William", "middle_name": "A.", "last_name": "Cunningham", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29930/galley/19784/download/" } ] }, { "pk": 29815, "title": "The Effect of State Representations in Sequential Sensory Prediction: Introducingthe Shape Sequence Task", "subtitle": null, "abstract": "How do humans learn models supporting decision making?Reinforcement learning (RL) is a success story both in ar-tificial intelligence and neuroscience. Essential to these RLmodels are state representations. Based on what current statean animal or artificial agent is in, they learn optimal actionsby maximizing future expected reward. But how are humansable to learn and create representations of states? We introducea novel sequence prediction task with hidden structure whereparticipants have to combine learning and memory to find theproper state representation, without the task explicitly indicat-ing such structure. We show that humans are able to find thispattern, while a sensory prediction error version of RL cannot,unless equipped with appropriate state representations. Fur-thermore, in slight variations of the task, making it more diffi-cult for humans, the RL-derived model with simple state rep-resentations sufficiently describes behaviour and suggests thathumans fall back on simple state representations when a moreoptimal task representation cannot be found. We argue thistask allows to investigate previously proposed models of stateand task representations as well as supporting recent resultsindicating that RL describes a more general sensory predictionerror function for dopamine, rather than predictions focussedsolely on reward.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reinforcement learning; state representation; sen-sory prediction error; computational modelling; human exper-iment" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xm0s8pg", "frozenauthors": [ { "first_name": "Henrik", "middle_name": "", "last_name": "Siljebrat", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Alan", "middle_name": "", "last_name": "Pickering", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29815/galley/19669/download/" } ] }, { "pk": 29455, "title": "The Effects of Feature Verbalizablity on Category Learning", "subtitle": null, "abstract": "This study intended to investigate the effects of varying factorson the use of verbal and implicit classification systems whenlearning novel categories in an interactive video gameenvironment by measuring the effects of feature type (easy vsdifficult to describe verbally). Verbal and implicitclassification were operationalized by measuring rule-basedand family resemblance strategy use respectively. Thisexperiment found that participants presented with stimuli thatwere easy to describe verbally were more likely to use rule-based classification, while participants presented with stimulithat were difficult to describe verbally showed no preferencefor one form of classification. The results of this study open upa novel field of research within category learning, furtherexploring the effects of feature verbalizablity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning" }, { "word": "COVIS theory" }, { "word": "featureverbalizablity" } ], "section": "Categorization", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/019143kt", "frozenauthors": [ { "first_name": "Bailey", "middle_name": "N.", "last_name": "Brashears", "name_suffix": "", "institution": "Western University", "department": "" }, { "first_name": "John", "middle_name": "Paul", "last_name": "Minda", "name_suffix": "", "institution": "Western University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29455/galley/19315/download/" } ] }, { "pk": 29845, "title": "The effects of mindfulness meditation and relaxation on brain activity", "subtitle": null, "abstract": "Meditation aims to improve ones psychological capacities by encouraging a calm and focused mind. Studies have ob-served positive benefits of meditation on health and cognition, such as reduced anxiety and enhanced executive control.Meditation has even been shown to alter brain structure and function. These benefits are mainly observed in long-termmeditators, with few studies examining the effects of short-term meditation. The current study investigated whether thereare immediate benefits of meditation. Electroencephalography was recorded while cognitive tasks were completed, wealso collected subjective well-being measures before and after exposure to either a brief meditation or a relaxation story.Post-intervention reaction time was shorter in meditators compared to the relaxation story. Both groups exhibited increasedwell-being, smaller N2s, and larger P3bs post-intervention. These results suggest that while mindfulness meditation mayimprove conflict monitoring, both interventions appear to improve well-being. Overall, there may be immediate benefitsof meditation for even novice meditators.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/98532682", "frozenauthors": [ { "first_name": "Cassandra", "middle_name": "", "last_name": "Morrison", "name_suffix": "", "institution": "University of Ottawa", "department": "" }, { "first_name": "Ashvent", "middle_name": "", "last_name": "Malik", "name_suffix": "", "institution": "University of Ottawa", "department": "" }, { "first_name": "Vanessa", "middle_name": "", "last_name": "Taler", "name_suffix": "", "institution": "University of Ottawa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29845/galley/19699/download/" } ] }, { "pk": 29978, "title": "The Emergence and Propagation of Online Slang", "subtitle": null, "abstract": "Slang is a common socio-linguistic phenomenon, but how slang emerges and propagates is poorly understood. We explorethis problem by analyzing longitudinal data from 1,000 Reddit communities over the past decade. We consider socialand linguistic factors pertaining to the emergence and propagation of recently emerged online slang. We show that whilelinguistic factors can be relevant, social factors play a more important role in predicting the emergence and propagation ofonline slang. We find community size to be the dominant factor in the emergence of novel slang terms and user mobilityto be the most critical factor in the widespread propagation of slang.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2fq754qv", "frozenauthors": [ { "first_name": "Zhewei", "middle_name": "", "last_name": "Sun", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yizhan", "middle_name": "", "last_name": "Jiang", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29978/galley/19832/download/" } ] }, { "pk": 29564, "title": "The Emergence of Action-grounded Compositional Communication", "subtitle": null, "abstract": "Classical models of the emergence of compositionality in communication focused on the compositional nature of the en-vironment (Cangelosi, 2001; Cornish et al., 2008). Here we advance a model in which compositional structure emergesfrom integrating environments properties with agents actions. We take as a starting point Cangelosis (2001) model, wherea population of agents searched for edible mushrooms. Given opportunity to communicate, they evolved a system inwhich combinations of signs were sensorily grounded in combinations of mushroom properties. We modify this modelby grounding the communication also in agents’ actions. With this, we are able to evolve communication systems con-taining meaningful compositions of mushroom properties and agent actions. We investigate how such compositions canfacilitate a) learning the communication protocol, b) learning the adequate behavior policy. This kind of sensory-motorcompositionality seems better suited for coordinating navigation in dynamic environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51k7n38d", "frozenauthors": [ { "first_name": "Micha", "middle_name": "", "last_name": "Niklewski", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Krzysztof", "middle_name": "", "last_name": "Gwka", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Joanna", "middle_name": "", "last_name": "Wiszowata", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Vibhesh", "middle_name": "", "last_name": "Kaul", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Tomasz", "middle_name": "", "last_name": "Korbak", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Joanna", "middle_name": "", "last_name": "Rczaszek-Leonardi", "name_suffix": "", "institution": "University of Warsaw", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Zubek", "name_suffix": "", "institution": "University of Warsaw", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29564/galley/19424/download/" } ] }, { "pk": 29414, "title": "The Emotion-Induced Belief Amplification Effect", "subtitle": null, "abstract": "Exposure to images constitutes a ubiquitous day-to-dayexperience for most individuals. From mass-media exposure,to engagement with social-networking sites, to educationalcontexts, we are bombarded with images. Here, we explore theeffect that emotional images have on belief endorsement. Toinvestigate this effect, we test whether statements accompaniedby emotionally arousing images become more or lessbelievable than the same statements when they areaccompanied by neutral images or by no images. We find thatemotional images increase statement believability (Experiment1, replicated in preregistered Experiment 2). We discuss theimplications of this finding in the context of interventionsaimed at reducing misinformation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "belief update; misinformation; emotional arousal" } ], "section": "Emotions and Beliefs", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0z57k20z", "frozenauthors": [ { "first_name": "Madalina", "middle_name": "", "last_name": "Vlasceanu", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jacob", "middle_name": "", "last_name": "Goebel", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Alin", "middle_name": "", "last_name": "Coman", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29414/galley/19274/download/" } ] }, { "pk": 29454, "title": "The evolution of category systems within and between learners", "subtitle": null, "abstract": "How do cumulative cultural evolution and individual learningdiffer? In an abstract computational sense, both are optimisa-tion processes that search a space of possible explanations andprevious work has identified deep parallels in the mathematicalmodels used to describe them (Suchow, Bourgin, & Griffiths,2017). However, there are obvious differences as well: forexample, individual learning involves a single agent charac-terised by one set of prior beliefs, representational capabilities,and so forth, while cultural evolution involves multiple agentswho may vary along these factors. We argue that this differ-ence implies that the process of cumulative cultural evolutionshould involve searching a more restricted set of hypothesesand converge on simpler ones. In two iterated category learn-ing experiments, we test this prediction and find that transmis-sion chains composed of single individuals, who learn basedon their previous performance, consider both a wider varietyand more complex categorisation schemas than do chains in-volving multiple people.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cumulative cultural evo-lution; learning; complexity" }, { "word": "categorisation" } ], "section": "Categorization", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/66h2j82w", "frozenauthors": [ { "first_name": "Vanessa", "middle_name": "", "last_name": "Ferdinand", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29454/galley/19314/download/" } ] }, { "pk": 30104, "title": "The face inversion effect and the anatomical mapping from the visual field to theprimary visual cortex", "subtitle": null, "abstract": "The face-inversion effect, or the drastic decrease in accuracyseen when a participant is asked to identify inverted faces whencompared to upright faces, is an effect that is not found in objectinversion. Here we suggest a new explanation of this effect usingcomputational models to show that the phenomenon can beexplained by the anatomical mapping from the visual field toprimary visual cortex. We propose that the way inverted faces aremapped onto the cortex is fundamentally different from the wayupright faces are mapped. Our work first shows the advantages ofthis mapping due to its scale and rotation invariance when used asinput to a convolutional neural network. We train the network toperform recognition tasks and show it exhibits scale andrealistically constrained rotation invariance. We then confirm thatthe decline in accuracy seen when a participant is asked to identifyinverted faces is not seen in the network with inverted objectrecognition tasks. With the support of these two findings, we testthe face-inversion effect on our network and are able to show theunique decline in accuracy, suggesting that the way the visual fieldis mapped onto the primary visual cortex is a key facet in themanifestation of this effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Face-inversion effect; object inversion; scaleinvariance; rotation invariance; log polar transformation." } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3nt003mc", "frozenauthors": [ { "first_name": "Martha", "middle_name": "", "last_name": "Gahl", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Meilu", "middle_name": "", "last_name": "Yuan", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" }, { "first_name": "Arun", "middle_name": "", "last_name": "Sugumar", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30104/galley/19958/download/" } ] }, { "pk": 30096, "title": "The fine structure of surprise in intuitive physics: when, why, and how much?", "subtitle": null, "abstract": "We are surprised when events violate our intuitive physicalexpectations. Even infants look longer when things seem tomagically teleport or vanish. This important surprise signalhas been used to probe what infants expect, in order to studythe most basic representations of objects. But these studiesrely on binary measures – an event is surprising, or not. Here,we study surprise in a more precise, quantitative way, usingthree distinct measures: we ask adults to judge how surprisinga scene is, when that scene is surprising, and why it is surpris-ing. We find good consistency in the level of surprise reportedacross these experiments, but also crucial differences in theimplied explanations of those scenes. Beyond this, we showthat the timing and degree of surprise can be explained by anobject-based model of intuitive physics.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intuitive physics; Surprise; Violation of expecta-tion; Generative models" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07t8021w", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "A.", "last_name": "Smith", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Lingjie", "middle_name": "", "last_name": "Mei", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Shunyu", "middle_name": "", "last_name": "Yao", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jiajun", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Spelke", "name_suffix": "", "institution": "Center for Brains, Minds, & Machines", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tomer", "middle_name": "D.", "last_name": "Ullman", "name_suffix": "", "institution": "Center for Brains, Minds, & Machines", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30096/galley/19950/download/" } ] }, { "pk": 29559, "title": "The “Fraction Sense” Emerges from a Deep Convolutional Neural Network", "subtitle": null, "abstract": "Fractions are a critical building block for the development ofhuman mathematical cognition, but the origins of this conceptare not well-understood. Recent work has found that a wholenumber sense is present in deep convolutional neural networks(DCNNs) pre-trained for object recognition and uses them asa model for investigating human numerical cognition. Do DC-NNs also have a fraction sense? If so, is it dependent or in-dependent of whole number processing? We investigated theneural sensitivity of a pretrained DCNN to both whole num-bers and fractions. We replicated and extended previous re-search that the sense of whole number emerges in a differentDCNN architecture. Further, we showed that DCNN is alsosensitive to fraction value, i.e., the ratio of numerosities. Test-ing this model, our results suggest that the fraction sense relieson the whole number sense.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "deep convolutional neural network; emergentsense of number; ratio-processing system; approximate num-ber system" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kd4t919", "frozenauthors": [ { "first_name": "Yun-Shiuan", "middle_name": "", "last_name": "Chuang", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Edward", "middle_name": "M.", "last_name": "Hubbard", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Joseph", "middle_name": "L.", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29559/galley/19419/download/" } ] }, { "pk": 29883, "title": "The iconicity of random words", "subtitle": null, "abstract": "Mounting evidence suggests that people make use of non-arbitrary relationships between word form and meaning (e.g.,rounded vowels and rounded shapes) when determining the meaning of a novel word. Typically, these studies use carefullyselected materials to maximize iconic relationships between word forms and meanings. Can people make use of form-meaning resemblances for randomly selected word-forms? We gave 21 groups of undergraduates 40 randomly generatednonce words and asked them to draw a creature for each word such that a nave viewer could reliably match the creature-drawing back to the word that motivated it. Despite the words being selected randomly and filtering out any reliance onexisting English words, drawings were routinely matched back by nave participants (n=222) at rates well above chance.We discuss possible explanations for what makes certain words fit an especially good fit for certain drawings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52v9159g", "frozenauthors": [ { "first_name": "Charles", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "University of Wisconsin - Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29883/galley/19737/download/" } ] }, { "pk": 30187, "title": "The impact of context and content similarity on risky choices: Insights from amemory-component model for decisions from experience", "subtitle": null, "abstract": "How do different memory components impact risky choices? We developed a computational model that unifies compo-nents from memory research with decisions from experience. Our model chooses options based on expectations, observesoutcomes, stores them in memory, and forms new expectations based on observed outcomes. Their memory activationresults from recent encounters, binding outcomes to the context of options, and encoding according to similarity to exist-ing representations, and impacts how much each outcome drives new expectations. We tested the model on data from amulti-armed bandit task: Participants chose repeatedly between three options and received outcome feedback. Two coreoptions appeared in two choice sets with different third options. Core options were chosen less often when they wereaccompanied by similar (compared with dissimilar) third options. The model matched choice-proportion levels, direction,and size of this similarity effect. We present Bayesian estimates for memory components and discuss implications fortheory advancement.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6706d37n", "frozenauthors": [ { "first_name": "Hanna", "middle_name": "", "last_name": "Fechner", "name_suffix": "", "institution": "University of Basel", "department": "" }, { "first_name": "Jrg", "middle_name": "", "last_name": "Rieskamp", "name_suffix": "", "institution": "University of Basel", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30187/galley/20041/download/" } ] }, { "pk": 29671, "title": "The Impact of Mobile Usage Patterns on Risk-Taking Behavior", "subtitle": null, "abstract": "Among the popular press, excessive smartphone usage is often broadcast as being associated with adverse outcomes, in-cluding greater risk taking, poor social adjustment, and impaired cognitive functioning. However, there is scant empiricalevidence that supports these claims. Our study investigated whether the duration of smartphone ownership (exposure)affects smartphone usage pattern (screen-time), and whether their interaction is associated with risk-taking behavior (Ben-thin Risk Perception questionnaire). We found that those with lower screen-time reported engaging in a higher frequencyof risky activities like vandalism of property, B = -4.80, SE = 1.65, t = -2.91, p ¡ 0.01. Screen-time was inversely asso-ciated with risk taking among individuals characterized by less exposure, B=4.66, SE=2.01, t=2.32, p=0.03. Altogether,these early findings illustrate how the impact of screen-time on real-life behaviors may not be as one-sided as mass mediaportrays.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5v23c539", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Chiu", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Staci", "middle_name": "Meredith", "last_name": "Weiss", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Erin", "middle_name": "", "last_name": "Knotek", "name_suffix": "", "institution": "Temple University", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Chein", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T10:00:00-08:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29671/galley/19528/download/" } ] } ] }