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{ "count": 39501, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=14600", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=14400", "results": [ { "pk": 29879, "title": "The impact of semantic versus perceptual attention on memory representation", "subtitle": null, "abstract": "Encoding new information in relation to existing knowledgebenefits learning. However, integration into existingknowledge might also lead to false memories for similar—butnever-studied—information. Here, we asked whether certainattentional encoding states promote the integration of newinformation into prior knowledge, thereby enhancing memoryand elevating false alarms. We manipulated participants’attention to semantic versus perceptual features by cueing themto alternately make a judgment about the story (semantic) orartistic style (perceptual) of a series of pictures. We then usedan old/new recognition test—which included new illustrationsdepicting studied stories or artistic styles (lures)—to assesswhether story attention increased false alarms to story lures,representing integration into story knowledge. We found thatsemantic attention benefited memory. However, whileintegration into prior semantic knowledge was high overall, itwas not impacted by attention. These findings suggest thatwhile semantic attention improves memory, it does not do soby boosting integration of new memories into existingknowledge structures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ds2v51p", "frozenauthors": [ { "first_name": "Sagana", "middle_name": "", "last_name": "Vijayarajah", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Eilidh", "middle_name": "", "last_name": "McAlister", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Margaret", "middle_name": "L.", "last_name": "Schlichting", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29879/galley/19733/download/" } ] }, { "pk": 29929, "title": "The impact of speech disfluencies on the believability and recall of sentences", "subtitle": null, "abstract": "It is well-established that when people process sentences fluently, they are more likely to believe the sentences are true.It has also been shown that sentences which include disfluencies improve peoples memory for the sentences content.We sought to test whether both of these effects were present simultaneously. In Experiment 1, we found that speechdisfluencies do not appear to always aid memory, but they do impact participants truth judgments. In Experiment 2 wefound that this impact on truth judgments may not be due to processing fluency, but rather due to reasoning about thespeakers certainty. We found a similar effect on truth judgments when participants were presented with sentences thatwere fluent but had rising (i.e. uncertain) intonation in comparison with falling intonation. In both cases, the effect waslocalized to only the sentences that had the cue, rather than to all sentences that the speaker produced.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kj9b62x", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Bibyk", "name_suffix": "", "institution": "Air Force Research Laboratory", "department": "" }, { "first_name": "Lisa", "middle_name": "", "last_name": "Fazio", "name_suffix": "", "institution": "Vanderbilt University", "department": "" }, { "first_name": "Duane", "middle_name": "", "last_name": "Watson", "name_suffix": "", "institution": "Vanderbilt University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29929/galley/19783/download/" } ] }, { "pk": 29853, "title": "The influence of mismatched network topologies on learning across levels of thelanguage hierarchy", "subtitle": null, "abstract": "We test here the two-way influence of word and sentence level network topologies on learning. Participants viewed a self-paced stream of ”letters” in the form of novel glyphs. Glyphs were shown individually with words separated by spacesand sentences denoted with a prompt. In one condition, streams were generated via a walk along a scale-free graph at bothlevels, with nodes corresponding to either single glyphs (word level) or single words (sentence level). In a mismatchedcondition, sentences were generated from a graph with a scale-free degree distribution and words were instead generatedfrom a random graph. After exposure to the streams, participants completed familiarity judgments on words and sentences.Interestingly, performance on the word test was enhanced for participants exposed to mismatched topologies. Future workwill tease apart whether: (1) contrasting topologies boost learning; or (2) words that do not display scale-free degreedistribution are inherently easier to learn.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05q1k3kk", "frozenauthors": [ { "first_name": "Gwen", "middle_name": "", "last_name": "Wiegand", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" }, { "first_name": "Elisabeth", "middle_name": "", "last_name": "Karuza", "name_suffix": "", "institution": "The Pennsylvania State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29853/galley/19707/download/" } ] }, { "pk": 29972, "title": "The Influence of Negated Causal Information on Pronoun Disambiguation", "subtitle": null, "abstract": "The disambiguation of pronouns is a complicated process that has been shown to be influenced by both linguistic andcognitive factors. In particular, readers prefer an interpretation that is causally likely. For example, in the sentence pairJohn accused Mark of stealing a car. He called the police, readers judge that the antecedent of he is more likely to beJohn than Mark because of the perceived causal link between the accusation and calling the police. I will describe newresults that explore how the presence of negation affects such interpretations (e.g., He did not call the police). While,as expected, negation disrupts the perceived causal link, this disruption does not affect the choice of antecedent (John isstill the preferred antecedent). This suggests that readers identify the unnegated causal relationship when interpreting thenegated sentence. The implication of this result to models of pronoun disambiguation will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xb3h8vx", "frozenauthors": [ { "first_name": "Eyal", "middle_name": "", "last_name": "Sagi", "name_suffix": "", "institution": "University of St. Francis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29972/galley/19826/download/" } ] }, { "pk": 30117, "title": "The language of causation", "subtitle": null, "abstract": "People use varied language to express their causal understand-ing of the world. But how does that language map onto peo-ple’s underlying representations, and how do people choosebetween competing ways to best describe what happened? Inthis paper we develop a model that integrates computationaltools for causal judgment and pragmatic inference to addressthese questions. The model has three components: a causalinference component which computes counterfactual simula-tions that capture whether and how a candidate cause madea difference to the outcome, a literal semantics that mapsthe outcome of these counterfactual simulations onto differentcausal expressions (such as “caused”, “enabled”, “affected”,or “made no difference”), and a pragmatics component thatconsiders how informative each causal expression would befor figuring out what happened. We test our model in an ex-periment that asks participants to select which expression bestdescribes what happened in video clips depicting physical in-teractions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causality; language; counterfactuals; pragmatics;intuitive physics." } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07d3n8s6", "frozenauthors": [ { "first_name": "Ari", "middle_name": "", "last_name": "Beller", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Erin", "middle_name": "", "last_name": "Bennett", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30117/galley/19971/download/" } ] }, { "pk": 29399, "title": "The latent factor structure of developmental change in early childhood", "subtitle": null, "abstract": "Piaget proposed that development proceeded in stages; morerecently researchers have proposed modular theories in whichdifferent abilities develop on their own timetable. Despite theabundance of theory, there is little empirical work on the struc-ture of developmental changes in early childhood. We inves-tigate this question using a large dataset of parent-reporteddevelopmental milestones. We compare a variety of factor-analytic item response theory models and find that variationin development from birth to 55 months of age is best de-scribed by a model with three distinct dimensions. We alsofind evidence that dimensionality increases across age, withthe youngest children described by a two-factor model. Theseresults provide a model-based method for linking holistic de-scriptions of early development to basic theoretical questionsabout the nature of change in childhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "child development; milestones; item response the-ory; model comparison" } ], "section": "Facets of Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1j4225wf", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "A.", "last_name": "Stenhaug", "name_suffix": "", "institution": "Stanford", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29399/galley/19259/download/" } ] }, { "pk": 29924, "title": "The limits of learning to learn", "subtitle": null, "abstract": "Learning to learn is a reduction in the amount of training neededfor task attainment across a series of similar tasks. Transferdifferentiates (adult) humans from other species, portending awindow into unique aspects of human learning. However, itsunclear whether such differences are quantitative, or qualitativeand what it means for the evolution/development of cognition.In this paper, learning is regarded as a (categorical) limit. Alimit is a universal construction, and so transfer follows froma (generalized) optimization process. This result provides aformal basis for comparison/contrast of learning transfer in hu-mans and other species—another step to bringing the empiricalquestion into sharper relief.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Learning to learn; learning set transfer; relationalschema induction; category theory; category; functor; limit" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04x3b7zw", "frozenauthors": [ { "first_name": "Steven", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "National Institute of Advanced Industrial Science and Technology (AIST)", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29924/galley/19778/download/" } ] }, { "pk": 29557, "title": "The Meaning-Sound Systematicity Also Found in the Korean Language", "subtitle": null, "abstract": "Recent studies of meaning-sound systematicity haveconsistently found a small but significant positive correlationbetween semantics and phonology. The current study addsfurther evidence from an etymologically distinct language,Korean. Through multiple methods, the study shows thatsimilar sounds tend to have similar meanings in Koreanmonosyllables. Several cultural aspects of the language are alsoquantified. Pure Korean words return stronger meaning-soundcorrelation than Sino-Korean words, which is attributable tothe higher portion of homonyms in Sino-Korean. The mostfrequent words show the strongest systematicity, whichpermeates all of the monosyllables. Certain types of vowelsseem to contribute to this effect.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "systematicity" }, { "word": "meaning-sound mapping" }, { "word": "Korean" }, { "word": "homonymy" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1kz9s2qc", "frozenauthors": [ { "first_name": "Hana", "middle_name": "", "last_name": "Jee", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Monica", "middle_name": "", "last_name": "Tamariz", "name_suffix": "", "institution": "Heriot-Watt University", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Shillcock", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29557/galley/19417/download/" } ] }, { "pk": 29580, "title": "The method of loci is an optimal policy for memory search", "subtitle": null, "abstract": "The method of loci is a powerful mnemonic technique for memorizing a list of unrelated items. With a pre-specified routein a familiar ”memory palace”, one can encode material by attaching items to loci along this route, and later effectivelyrecall them by mentally walking along the same route. Despite its efficacy, there is no existing model that explains whythe method of loci promotes memory improvement during memory search. To fill this gap, we provide a rational accountof why the method of loci improves memory. We define memory search as a task with the goal of minimizing retrievalcost, and demonstrate that the method of loci gives an optimal policy for this task. We discuss the implications of thisresult, and compare it with models of memory search without using mnemonic techniques.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5qm844r4", "frozenauthors": [ { "first_name": "Qiong", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "", "last_name": "Norman", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29580/galley/19439/download/" } ] }, { "pk": 30060, "title": "The One-Voice Expert", "subtitle": null, "abstract": "Producing and processing speech involves complex feedbackloops of sensory and motor signals. Vocal sounds are par-tially processed as a movement affordance, allowing us to learnspeaking patterns through imitation, which can be beneficialfor language learning. In this study, we examine this pro-cess as a type of social embodiment illusion — the blurringof boundaries between self and other. Participants performedan altered version of a theatrical game called the ‘one-voiceexpert’, where they improvised speech in same-gender dyads.Unlike previous studies, we looked separately at the effectsof simultaneousness (‘speaking at the same time’) and syn-chronicity (‘saying the same thing’). These two variables werefound to influence vocal characteristics and self-voice recog-nition in a distinct way, with synchronicity leading to strongerpitch adaptation and simultaneousness to suppression of pho-netic convergence. We conclude that linking embodiment pro-cesses to joint speech in real world social interactions could bea promising new conceptual framework, with possible applica-tions for language learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "voice; speech; social bonding; multisensory inte-gration; phonetic convergence; embodiment; envoicement;" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7p37x5mq", "frozenauthors": [ { "first_name": "Lisa", "middle_name": "Evelyn", "last_name": "Rombout", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Postma-Nilsenov ́a", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30060/galley/19914/download/" } ] }, { "pk": 29481, "title": "The Paradox of Time in Dynamic Causal Systems", "subtitle": null, "abstract": "Recent work has shown that people use temporal informationincluding order, delay, and variability to infer causality be-tween events. In this study we build on this work by investi-gating the role of time in dynamic systems, where causes takecontinuous values and also continually influence their effects.Recent studies of learning in these systems explored short in-teractions in a setting with comparatively rapidly evolving dy-namics and modeled people as relying on simpler, resource-limited strategies to grapple with the stream of information(Davis et al., 2020). A natural question that arises from such anaccount is whether interacting with systems that unfold moreslowly might reduce the systematic errors that result from thesestrategies. Paradoxically, we find that slowing the task indeedreduced the frequency of one type of error, but increased the er-ror rate overall. To capture the differences between conditions,we introduce a novel Causal Event Segmentation model basedon the notion that people compress the continuous scenes intoevents and use these to drive structure inference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal learning; time; continuous; event cogni-tion; interventions" } ], "section": "Concepts and Systems", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3th6934j", "frozenauthors": [ { "first_name": "Zachary", "middle_name": "J.", "last_name": "Davis", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Neil", "middle_name": "", "last_name": "Bramley", "name_suffix": "", "institution": "NYU", "department": "" }, { "first_name": "Bob", "middle_name": "", "last_name": "Rehder", "name_suffix": "", "institution": "NYU", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29481/galley/19341/download/" } ] }, { "pk": 29444, "title": "The Perceptimatic English Benchmark for Speech Perception Models", "subtitle": null, "abstract": "We present the Perceptimatic English Benchmark, an open ex-perimental benchmark for evaluating quantitative models ofspeech perception in English. The benchmark consists of ABXstimuli along with the responses of 91 American English-speaking listeners. The stimuli test discrimination of a largenumber of English and French phonemic contrasts. They areextracted directly from corpora of read speech, making themappropriate for evaluating statistical acoustic models (such asthose used in automatic speech recognition) trained on typicalspeech data sets. We show that phone discrimination is corre-lated with several types of models, and give recommendationsfor researchers seeking easily calculated norms of acoustic dis-tance on experimental stimuli. We show that DeepSpeech,a standard English speech recognizer, is more specialized onEnglish phoneme discrimination than English listeners, and ispoorly correlated with their behaviour, even though it yields alow error on the decision task given to humans.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "benchmarks; speech perception; acoustic dis-tance; speech recognition" } ], "section": "Speech and Phonetics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0qp7f5jb", "frozenauthors": [ { "first_name": "Juliette", "middle_name": "", "last_name": "Millet", "name_suffix": "", "institution": "Universite de Paris", "department": "" }, { "first_name": "Ewan", "middle_name": "", "last_name": "Dunbar", "name_suffix": "", "institution": "Universite de Paris", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29444/galley/19304/download/" } ] }, { "pk": 29552, "title": "The Perception-Action Loop in a Predictive Agent", "subtitle": null, "abstract": "We propose an agent model consisting of perceptual and pro-prioceptive pathways. It actively samples a sequence of per-cepts from its environment using the perception-action loop.The model predicts to complete the partial percept and propri-ocept sequences observed till each sampling instant, and learnswhere and what to sample from the prediction error, withoutsupervision or reinforcement. The model is exposed to twokinds of stimuli: images of fully-formed handwritten numer-als/alphabets, and videos of gradual formation of numerals.For each object class, the model learns a set of salient locationsto attend to in images and a policy consisting of a sequence ofeye fixations in videos. Behaviorally, the same model givesrise to saccades while observing images and tracking whileobserving videos. The proposed agent is the first of its kindto interact with and learn end-to-end from static and dynamicenvironments to generate realistic handwriting with state-of-the-art performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Agent; Multimodal; Proprioception; Perception;Attention; Saccade; Tracking." } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8rz8q1kz", "frozenauthors": [ { "first_name": "Murchana", "middle_name": "", "last_name": "Baruah", "name_suffix": "", "institution": "University of Memphis", "department": "" }, { "first_name": "Bonny", "middle_name": "", "last_name": "Banerjee", "name_suffix": "", "institution": "University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29552/galley/19412/download/" } ] }, { "pk": 30029, "title": "The Picture Guessing Game:The Role of Feedback in Active Artificial Language Learning", "subtitle": null, "abstract": "Language is acquired within a complex, interactiveenvironment. A key question for cognitive science is whetherand how different types of environmental cues might affectthe learning and processing of language. In this paper, weexplore the role of feedback as a possible cue in a novelactive artificial language learning task: The Picture GuessingGame. Subjects were instructed to guess which scenecorrectly displayed the meaning of a spoken sequence ofunfamiliar monosyllabic words. After their response, eitherpositive, negative, or no feedback was provided. Theprediction was that feedback would help the subject toeventually learn the vocabulary, syntax, and semantics of theartificial language. The results indeed showed that feedback(both positive and negative) is beneficial and necessary toattain a certain level of learning. Interestingly, the datashowed that positive feedback may be particularly helpful forthe learner, promoting more in-depth learning of the artificiallanguage.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "artificial language learning; feedback; languageacquisition; multiple-cue integration" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xr5s69n", "frozenauthors": [ { "first_name": "Felicity", "middle_name": "F.", "last_name": "Frinsel", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Fabio", "middle_name": "", "last_name": "Trecca", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30029/galley/19883/download/" } ] }, { "pk": 29921, "title": "The Plausible Impossible: Graded Notions of Impossibility Across Cultures", "subtitle": null, "abstract": "Events that violate the laws of nature are, by definition,\nimpossible, but recent research suggests that people view some\nviolations as “more impossible” than others (Shtulman &\nMorgan, 2017). When evaluating the difficulty of magic spells,\nAmerican adults are influenced by seemingly irrelevant\nconsiderations, judging, for instance, that it would be more\ndifficult to levitate a bowling ball than a basketball even\nthough weight should no longer be a consideration if contact is\nno longer necessary for support. Here, we explore these effects\nin a non-Western context—China—where magical events are\nrepresented differently in fiction and reasoning styles are often\nmore holistic than analytic. Across several studies, Chinese\nadults showed the same tendency as American adults to honor\nimplicit causal constraints when evaluating the plausibility of\nmagical events. These findings suggest that graded notions of\nimpossibility are shared across cultures, possibly because they\nare a byproduct of causal knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal reasoning; magical reasoning; naive\ntheories; fiction; imagination" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56m6v3nh", "frozenauthors": [ { "first_name": "Tianwei", "middle_name": "", "last_name": "Gong", "name_suffix": "", "institution": "Beijing Normal University", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Shtulman", "name_suffix": "", "institution": "Occidental College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29921/galley/19775/download/" } ] }, { "pk": 30158, "title": "The Processing of German Verb-Object Metaphors", "subtitle": null, "abstract": "Competing accounts of metaphor processing makedifferentiating predictions regarding the role of a metaphor’selements: While some claim that the elements are role-neutral,others believe them to play different roles from the get-go. Wetested these predictions with an investigation of German verb-object metaphors such as Sebastian füttert eine Prinzessin(‘Sebastian feeds a princess’). Results are in line with accountsthat posit different roles for a metaphor’s elements.Additionally, we investigated the distinctive influence ofcontext and a verb’s selectional preferences when anticipatinga post-verbal object. The findings show that participantsanticipate an upcoming object less when these two factors clash(i.e., when context and a verb’s selectional preferences pointtowards different objects), compared to when they are aligned(i.e. when they point towards anticipating the same object).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "metaphor processing; eye-tracking; visual worldparadigm; experimental pragmatics; situated sentencecomprehension" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vs884fw", "frozenauthors": [ { "first_name": "Camilo", "middle_name": "Rodríguez", "last_name": "Ronderos", "name_suffix": "", "institution": "Humboldt-Universität zu Berlin", "department": "" }, { "first_name": "Ernesto", "middle_name": "", "last_name": "Guerra", "name_suffix": "", "institution": "Universidad de Chile", "department": "" }, { "first_name": "Pia", "middle_name": "", "last_name": "Knoeferle", "name_suffix": "", "institution": "Humboldt-Universität zu Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30158/galley/20012/download/" } ] }, { "pk": 29862, "title": "The Rainbow Mnemonic Improves Recall in Preschool Children", "subtitle": null, "abstract": "Mnemonic devices aid recall. However, little research has\nexplored their use with preschool-aged children. The present\nstudies examined whether a new peg-type mnemonic technique\n(rainbow mnemonic) could be used to improve memory in\npreschool children. Item cards, which displayed a picture and\nits label, were studied alongside colored cards, and this\ncondition was compared to a control condition in which\nchildren were left to their own devices to study the item cards.\nIn Experiment 2, the rainbow mnemonic was also compared to\na condition in which the children did not have access to the\ncolor cues during study or recall. The experiments revealed\nthat the rainbow mnemonic could improve recall for preschool\nchildren as compared to control. This study demonstrates the\neffectiveness of a novel peg-type technique with preschool-\naged children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mnemonic; peg-word; peg-type; memory;\npreschool; learning" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sd5k764", "frozenauthors": [ { "first_name": "Elena", "middle_name": "", "last_name": "Ramlow", "name_suffix": "", "institution": "Hillsdale College", "department": "" }, { "first_name": "Jeri", "middle_name": "L.", "last_name": "Little", "name_suffix": "", "institution": "California State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29862/galley/19716/download/" } ] }, { "pk": 30189, "title": "The rational side of decision bias based on verbal probabilities", "subtitle": null, "abstract": "Verbal probabilistic expressions (verbal probabilities) contain a communicative function called directionality and can becategorized as positive (e.g., likely or probable) or negative (e.g., unlikely or doubtful) on the ba-sis of their directionality.Previous studies have demonstrated that the directionality of phrases affects decisions. In particular, people tend to be morerisk seeking when presented with positive phrases and risk averse when presented with negative phrases. The rationality(i.e., maximizing utility) of such seemingly biased decisions is examined in this study. We hypothesize that because aspeaker tends to choose a positive or negative expression on the basis of context, the selected phrase works as an adaptivecue for understanding the situational change, and that decision biases based on differences in expressions will lead tomore rational decision making. Computer simulations were conducted regarding decisions with uncertainty based onverbal probabilities. We found that despite speaker biases in probability judgments, miscommunication generated by thevagueness of verbal expressions, and individual differences in subjective values, biased deci-sion makers who changedtheir risk attitude on the basis of the directionality of verbal probabilities could make more decisions that were rationalthan could those who did not show such decision biases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6wr577sp", "frozenauthors": [ { "first_name": "Yuanqi", "middle_name": "", "last_name": "Gu", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "Yasuda Women’s University", "department": "" }, { "first_name": "Toshihiko", "middle_name": "", "last_name": "Matsuka", "name_suffix": "", "institution": "Chiba University", "department": "" }, { "first_name": "Kazuhiro", "middle_name": "", "last_name": "Ueda", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30189/galley/20043/download/" } ] }, { "pk": 29800, "title": "The Relation between Gist and Item Memory Over a Month", "subtitle": null, "abstract": "Memory requires both individuation of specific episodes aswell as extraction of gist across related experiences. Thisstudy developed a spatial memory paradigm to track changesin item memory (memory for specific locations) and gistmemory (estimate of the center of the locations) across aperiod of a month, and to measure the relation between thesetwo forms of memory. We found that item memories decayedcompared to gist memory after a month, yet there was apositive relationship between the two forms of memory thatpersisted. Moreover, item memories were biased towards gistmemory only after a month. These findings together indicatethat gist memory, initially extracted from item memories,gradually develops into a stable representation that can guideitem memory retrieval over longer durations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Consolidation; gist memory" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d4451m6", "frozenauthors": [ { "first_name": "Haiyun", "middle_name": "(Tima)", "last_name": "Zeng", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Alexa", "middle_name": "", "last_name": "Tompary", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Anna", "middle_name": "C.", "last_name": "Schapiro", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sharon", "middle_name": "L.", "last_name": "Thompson-Schill", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29800/galley/19654/download/" } ] }, { "pk": 30115, "title": "The Relevance of Subjective Benefits in Risky Choice Across ten Domains of Life", "subtitle": null, "abstract": "In risk-research, there are two traditions of measurement: the\nattribute-based and the vignette-based tradition. The attribute-\nbased approach focuses on the impact that the attributes (prob-\nabilities and outcomes) of risky options have on the processing\nof risk-related information. The vignette-based approach fo-\ncuses on responses to questions about contextualized situations\ninvolving risk. We bring these two approaches together here to\ninvestigate the stability of risk preferences and information\nprocessing in risky choice tasks across different contextualized\nsituations. To this end, we employ an evidence-based multi-\nattribute gamified risky choice task in a retest design. The re-\nsults (N = 226) show that risk propensities are very stable\nwithin domains across time. Participants’ explicit beliefs about\nrisks and returns did not accurately reflect the actual rank order\nof the costs and benefits of actions in the real world, which we\nobtained from statistical databases. Also, we find that that pro-\nspect theory’s risk-attitude parameters are mostly unrelated to\nthe risk-taking in the contextualized task, and that benefit per-\nceptions influence risk-taking, in line with a risk-return trade-\noff view on risk-taking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "domain-specific behavior; risky choice; risk pref-\nerences; prospect theory; cognitive modeling" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bt1v7s0", "frozenauthors": [ { "first_name": "Jana", "middle_name": "B.", "last_name": "Jarecki", "name_suffix": "", "institution": "University of Basel", "department": "" }, { "first_name": "Andreas", "middle_name": "", "last_name": "Wilke", "name_suffix": "", "institution": "Clarkson University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30115/galley/19969/download/" } ] }, { "pk": 30134, "title": "The Representational Formats of Cognition and Visual Perception and theirInterface: Part 1", "subtitle": null, "abstract": "I examine the representational formats of perceptual states andcognitive states related to perception, such as perceptual beliefsstored in long term memory, and argue, first, that despite theirimportant differences they both have an iconic ingredient.Then, I explain how this common iconic component ofperceptual and cognitive contents allow cognitive states tomodulate perceptual processing focusing on a recent argumentmade by Burnston (2017) to the effect that owing to theirdiffering representational formats cognition cannot affectdirectly perception.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analog/symbolic representation; representationalformats in memory; cognition/perception interaction" } ], "section": "Papers accepted as Talks, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95j9b90x", "frozenauthors": [ { "first_name": "Athanassios", "middle_name": "", "last_name": "Raftopoulos", "name_suffix": "", "institution": "University of Cyprus", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30134/galley/19988/download/" } ] }, { "pk": 29986, "title": "The representation of recursive center-embedded and cross-serial sequences inchildren and adults", "subtitle": null, "abstract": "The ability to represent recursive structures is thought to be foundational for language, music, mathematics, complex tooluse, and theory of mind. However, we do not currently know what type of computational machinery is used to representrecursive structures, or when this ability develops. Here we measure the developmental trajectory in young childrenusing a sequence generation task. We also test two proposed mechanisms for representing these structures: a stack-likedata structure a first-in-last-out structure in which only the last item can be accessed, and a queue-like data structurean ordered list that can only be accessed from its beginning. Each of these mechanisms make different predictions forwhat types of sequential structures should be easier to generate and have specific item-by-item response time signatures.We show evidence that both children and adults use a queue-like representational system which iteratively runs forwardssearches through a stored queue.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87b5q8qq", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "", "last_name": "Ferrigno", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Carey", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29986/galley/19840/download/" } ] }, { "pk": 29525, "title": "The Role of Eye Movement Consistency in Learning to Recognise Faces:Computational and Experimental Examinations", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Eye movement; face recognition; deep neuralnetwork; hidden Markov model; entropy" } ], "section": "Attention and Faces", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9vk304fb", "frozenauthors": [ { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Jeehye", "middle_name": "", "last_name": "An", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Antoni", "middle_name": "B.", "last_name": "Chan", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29525/galley/19385/download/" } ] }, { "pk": 30142, "title": "The Role of Feedback and Post-Error Adaptations in Reasoning", "subtitle": null, "abstract": "Monitoring our errors enables humans to adapt behavior whenactions fail to result in desired outcomes. Post-error adaptationshave been studied extensively using simple laboratory taskswhere people typically slow down after errors. Few studies,however, examined such behavioral adaptations in morecomplex tasks such as reasoning. In two experiments weinvestigated how participants adapt their behavior based onevaluative feedback in syllogistic reasoning tasks.Experiment 1 demonstrates that participants’ likelihood to givea logically correct response increased throughout theexperiment when given feedback. This feedback effect waslimited to syllogisms that have no logical conclusion and thusmostly driven by an increase in participants’ “No validconclusion” responses. Experiment 2 investigates post-erroradaptations on a trial-level and shows that participants with ahigh accuracy slowed down after errors while participants witha low accuracy slowed down after correct responses.Implications on error-monitoring and reasoning research arediscussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "post-error adaptations; reasoning; feedback" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/440828jj", "frozenauthors": [ { "first_name": "Hannah", "middle_name": "", "last_name": "Dames", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Clemens", "middle_name": "", "last_name": "Schiebel", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30142/galley/19996/download/" } ] }, { "pk": 29593, "title": "The role of literary metaphors in aesthetic appreciation", "subtitle": null, "abstract": "Research on empirical aesthetics has only recently included the study of literary texts, and not yet addressed the roleplayed by metaphors. We first created alternative versions of modern poems devoid of literary metaphors but equal inother properties to the original poems. The former are perceived as more beautiful. Second, we had participants readsentences extracted from poems and recorded their reading times and beauty ratings. Sentences could be literal, containdead metaphors, conventional, novel or extremely novel metaphors. Increasingly more novel and creative metaphors leadto increasing aesthetic appreciation, showing a clear linear relationship. Even extremely novel metaphors are appreciated,despite being more difficult to read. These results are only partially in line with current theories. Finally, aestheticappreciation is only partially driven by increasing cognitive load: metaphoricity plays a more important and substantialrole. The contribution of our results to extant theories will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wt960g0", "frozenauthors": [ { "first_name": "Francesca", "middle_name": "", "last_name": "Citron", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Holly", "middle_name": "", "last_name": "Clarke", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Qishan", "middle_name": "", "last_name": "Liao", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Carina", "middle_name": "", "last_name": "Rasse", "name_suffix": "", "institution": "University of Klagenfurt", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29593/galley/19452/download/" } ] }, { "pk": 29677, "title": "The Same or Different? Capacity Limitations in Visual Imagery versus VisualMemory of Simple Structured Objects", "subtitle": null, "abstract": "Visual mental imagery and visual memory appear to utilise similar brain networks. However, limited research has in-vestigated how similar the systems are in terms of capacity limits. Capacity limits of visual working memory (VWM)and visual short-term memory (VSTM) have been the focus of considerable research, but to our knowledge none has at-tempted to ascertain the number of objects that can be simultaneously imagined. This study aimed to provide estimatesof imagery capacity and explore how this relates to the capacity of visual memory. Participants completed three tasks thatexplored imagination, VWM and VSTM, respectively. Set size was manipulated similarly in each task enabling modellingof imagination and visual memory capacity. Capacity estimates were similar in the two visual memory tasks and higherthan that of imagination. The relations between these tasks are discussed alongside the theoretical implications about themechanisms underpinning imagery and visual memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29s0d7sc", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Atkin", "name_suffix": "", "institution": "Nottingham Trent University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29677/galley/19534/download/" } ] }, { "pk": 29991, "title": "The Scaled Target Learning Model: A Novel Computational Model of the BalloonAnalogue Risk Task", "subtitle": null, "abstract": "The Balloon Analogue Risk Task (BART) is a sequential decision making paradigm that assesses risk-taking behavior.Several computational models have been proposed for the BART that accurately characterize risk-taking propensity. Anaspect of task performance that has proven challenging to model is the learning that develops from experiencing winsand losses across trials, which has the potential to provide further insight into risky decision making. The Scaled TargetLearning (STL) model was developed for this purpose. STL describes learning as adjustments to the pumping strategyin reaction to previous outcomes, and the size of adjustments reflects an individuals sensitivity to wins and losses. STLis shown to be sensitive to the learning elicited by experimental manipulations. In addition, the model matches or beststhe performance of three competing models in traditional model comparison tests (e.g., parameter recovery performance,predictive accuracy, sensitivity to risk-taking propensity). Findings are discussed in the context of the learning processinvolved in the task. By characterizing the extent to which people are willing to adapt their strategies based on pastexperience, STL provides a more complete depiction of the psychological processes underlying sequential risk-takingbehavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2nw1m85n", "frozenauthors": [ { "first_name": "Ran", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Jay", "middle_name": "", "last_name": "Myung", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Pitt", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29991/galley/19845/download/" } ] }, { "pk": 29841, "title": "The Semantic Network: Uncovering The Mechanisms that Build Organized WordKnowledge in Development", "subtitle": null, "abstract": "Language is rich in statistical regularities that capture meaningful, semantic links between words crucial for languagefluency. Words that can be combined to express meaningful ideas (e.g., drink-soda) reliably directly co-occur together,and words similar in meaning share patterns of co-occurrence (e.g. soda and milk share co-occurrence with drink). Here,we investigate whether children (4-year-olds) and adults can capitalize on these regularities to form new semantic linksbetween new and familiar words. Participants hear sentences in which new words directly co-occur or share co-occurrencewith familiar words. We then assess the formation of corresponding semantic links using an implicit, gaze-based measureand an explicit labeling measure. Results suggest that new semantic links form only from direct co-occurrence in chil-dren, and from both direct and shared co-occurrence in adults. This research is therefore uncovering the development ofmechanisms for building organized word knowledge from mere exposure to language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/94b813wt", "frozenauthors": [ { "first_name": "Apoorva", "middle_name": "", "last_name": "Vallampati", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Olivera", "middle_name": "", "last_name": "Savic", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29841/galley/19695/download/" } ] }, { "pk": 29446, "title": "The semantics of spatial demonstratives", "subtitle": null, "abstract": "Spatial demonstratives (words like this and that) are thought toprimarily be used for carving up space into a peripersonal andextrapersonal domain. However, when given a noun out ofcontext and asked to couple it with a demonstrative, speakerstend to use this for manipulable objects (small, harmless,inanimate), while non-manipulable objects (large, harmful,animate) are more likely to be coupled with that. Here, weextend these findings and map demonstrative use along a widespectrum of semantic features. We conducted a large-scale (N= 2197) experiment eliciting demonstratives for 506 words,rated across 65+11 perceptually and cognitively relevantsemantic dimensions. We replicated the findings thatdemonstrative choice is influenced by object manipulability.Demonstrative choice was additionally found to be related to aset of semantic factors, including valence, arousal, loudness,motion, time and more generally, the self. Importantly,demonstrative choices were highly structured acrossparticipants, as shown by a strong correlation detected in asplit-sample comparison of by-word demonstrativedistribution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language" }, { "word": "Semantics" }, { "word": "spatial demonstratives" } ], "section": "Spatial Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7f52p88t", "frozenauthors": [ { "first_name": "Mikkel", "middle_name": "", "last_name": "Wallentin", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Roberta", "middle_name": "", "last_name": "Rocca", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29446/galley/19306/download/" } ] }, { "pk": 29790, "title": "The Signature of All Things: Children Infer Knowledge States from Static Images", "subtitle": null, "abstract": "From minimal observable action, humans automatically make fast, intuitive judgments about what other people think,want, and feel (Heider & Simmel, 1944). Even when no agent is visible, children can infer the presence of intentionalagents based on the environmental traces that only agents could leave behind (Saxe et al., 2005; Newman et al., 2010).Here we show that four- to six-year-olds can go beyond inferring the presence of an agent to matching an agents mentalstate with the trace they left behind. Participants (N = 35, M: 5.6 years, range:4.0 6.8 years) saw pairs of dresser drawerswith different numbers and orientations of open drawers, and were asked to match one of the static scenes to an agentsknowledge state (whether the agent wasnt searching at all but was just playing, knew exactly where an object was hidden,knew the approximate location, had no idea where it was hidden, or at first didnt know and then remembered). We comparechildrens performance to a formal model, in which we build upon classical models of Bayesian Theory of Mind that treatmental state inferences as a form of inverse planning; here we extend those models to consider cases where the behavioris not observed but must be inferred from the structure of the environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48m9z04r", "frozenauthors": [ { "first_name": "Madeline", "middle_name": "", "last_name": "Pelz", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29790/galley/19644/download/" } ] }, { "pk": 29927, "title": "The spatial arrangement method of measuring similarity can capture high-dimensional, semantic structures", "subtitle": null, "abstract": "Despite its centrality to cognition, similarity is expensive tomeasure, spurring development of techniques like the SpatialArrangement Method (SpAM), wherein participants placeitems on a 2-dimensional plane such that proximity reflectssimilarity. While SpAM hastens similarity measurement, itssuitability for higher-dimensional stimuli is unknown. InStudy 1, we collected SpAM data for eight differentcategories composed of 20-30 words each. Participant-aggregated SpAM distances correlated strongly (r=.71) withpairwise similarity judgments, although below SpAM andpairwise judgment split-half reliabilities (r’s>.9), and cross-validation with multidimensional scaling fits at increasingdimensionalities suggested that aggregated SpAM datafavored higher dimensional solutions for 7 of the 8 categories.In study 2, we showed that SpAM can recover the Big Fivefactor space of personality traits, and that cross-validationfavors a four- or five-dimension solution on this dataset. Weconclude that SpAM is an accurate and reliable method ofmeasuring similarity for high-dimensional items.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "similarity; multidimensional scaling; spatialcognition; concepts; traits; Big Five" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5h6337nk", "frozenauthors": [ { "first_name": "Russell", "middle_name": "", "last_name": "Richie", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Bryan", "middle_name": "", "last_name": "White", "name_suffix": "", "institution": "New Mexico State University", "department": "" }, { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Hout", "name_suffix": "", "institution": "New Mexico State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29927/galley/19781/download/" } ] }, { "pk": 29973, "title": "The surprising consequences of engaging in contrastive explanation", "subtitle": null, "abstract": "When we explain a fact or event, we typically contrast it with a specific set of counterfactual alternatives. For example, anexplanation of why Alex (as opposed to somebody else) ate the cake will seek to identify relevant factors that vary acrossagents, rather than across food items. The contrastive nature of explanation has been widely appreciated, but its cognitiveconsequence have not. We report a study with 340 adults examining how commitment to a particular explanatory contrast(agent- or patient-based) affects discovery of noisy patterns. Maximum predictive accuracy could be achieved by detectingpredictive regularities along multiple dimensions. We found that engaging in contrastive explanation (committing to aparticular contrast) impeded the discovery of alternative patterns that predicted the outcome. While explaining is likely tobe beneficial in many contexts, seeking an explanation with a single contrast could interfere with peoples ability to identifyreal structure in the world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3v64j026", "frozenauthors": [ { "first_name": "Nadya", "middle_name": "", "last_name": "Vasilyeva", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29973/galley/19827/download/" } ] }, { "pk": 29661, "title": "The Temporal Structure of Event Knowledge in the Mind in Relation to AutisticTraits", "subtitle": null, "abstract": "How the mind represents event knowledge, a persons knowledge of events and situations in the world, is the subject ofcompeting theories. Proposals range from an event being represented as a linear order of activities, to a hierarchical struc-ture of scenes of related activities, or in a more fluid computational framework. Additionally, atypical event knowledgeis thought to correlate with Autism Spectrum Disorder. 140 participants (20 per event) ordered normed activity lists for80 events (e.g., taking money out of an ATM, going to a professional baseball game, baking a cake). Network analysessuggest that the temporal structure of events is rich, not strictly linear, and varies across individuals. Furthermore, wecomputed a consensus ordering for each event from participants activity sequences. We calculated deviations from thatordering for each participant, and correlated deviations with a battery of trait inventories to further investigate differencesamong individuals representations of event structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/56v9p6jr", "frozenauthors": [ { "first_name": "Kara", "middle_name": "", "last_name": "Hannah", "name_suffix": "", "institution": "University of Western Ontario", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Brown", "name_suffix": "", "institution": "University of Western Ontario", "department": "" }, { "first_name": "Mikayla", "middle_name": "", "last_name": "Hall-Bruce", "name_suffix": "", "institution": "University of Western Ontario", "department": "" }, { "first_name": "Ryan", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Western Ontario", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "McRae", "name_suffix": "", "institution": "University of Western Ontario", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29661/galley/19518/download/" } ] }, { "pk": 30014, "title": "The transformative potential of decisions", "subtitle": null, "abstract": "People face consequential personal decisions throughout their lives. Immigrating to another country or separating froma life-partner are but two examples. How do individuals make such notoriously difficult decisions? Can they make themrationally? We posit that answering both these questions requires understanding a decisions transformative potential, ac-cording to which decisions range in (1) their perceived temporal impact (half-life), (2) the extent to which the decisionmaker can know whether a choice will generally make them better or worse off (valence uncertainty), and (3) the perceivedlikelihood of a decision to change the decision maker (personal change). We propose that under the conditions of incom-plete information that decisions with high transformative potential inevitably entail, people may make them by recruitingtheir social and cultural environment and by relying on heuristics. These conditions also render bounded rationality prin-ciples (e.g., satisficing) a more plausible rationality benchmark than maximizing expected utilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6v31z9dh", "frozenauthors": [ { "first_name": "Shahar", "middle_name": "", "last_name": "Hechtlinger", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Leuker", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Ralph", "middle_name": "", "last_name": "Hertwig", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30014/galley/19868/download/" } ] }, { "pk": 30156, "title": "The Typology of Polysemy: A Multilingual Distributional Framework", "subtitle": null, "abstract": "Lexical semantic typology has identified important cross-linguistic generalizations about the variation and commonal-ities in polysemy patterns—how languages package up mean-ings into words. Recent computational research has enabledinvestigation of lexical semantics at a much larger scale, butlittle work has explored lexical typology across semantic do-mains, nor the factors that influence cross-linguistic similari-ties. We present a novel computational framework that quan-tifies semantic affinity, the cross-linguistic similarity of lexicalsemantics for a concept. Our approach defines a common mul-tilingual semantic space that enables a direct comparison of thelexical expression of concepts across languages. We validateour framework against empirical findings on lexical semantictypology at both the concept and domain levels. Our resultsreveal an intricate interaction between semantic domains andextra-linguistic factors, beyond language phylogeny, that co-shape the typology of polysemy across languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic typology" }, { "word": "cross-linguistic similarity" }, { "word": "word meaning" }, { "word": "distributional semantics" }, { "word": "multilingual wordembeddings" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/23q3j3fd", "frozenauthors": [ { "first_name": "Ella", "middle_name": "", "last_name": "Rabinovich", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30156/galley/20010/download/" } ] }, { "pk": 29404, "title": "The (Un)Surprising Kindergarten Path", "subtitle": null, "abstract": "During sentence comprehension, listeners form expectationsabout likely structures before they have reached the end of asentence. Children are more likely than adults to ignore late-arriving evidence when it contradicts their initial parse. Whilethis difference is often ascribed to developmental changes inexecutive function, this paper investigates whether statisticalproperties of child-directed speech could be responsible forchildren’s failure to revise temporarily ambiguous sentences.We examined well-studied garden-path sentences andcalculated surprisal values derived from adult and child-directed corpora at each word. For adult corpora, surprisal washighest where the sentence structure was disambiguated. Forchild corpora, however, values at the disambiguating regionwere low relative to other words in the sentence. This suggeststhat for children, the disambiguating words may be statisticallyweak cues to ruling out their original parse, and that inprinciple, the statistics of child-directed speech couldcontribute to children’s difficulty with garden-path sentences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language; language development; corpus studies;kindergarten-path; surprisal" } ], "section": "Language Development", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qg3608x", "frozenauthors": [ { "first_name": "Zoe", "middle_name": "", "last_name": "Ovans", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Yi", "middle_name": "Ting", "last_name": "Huang", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Naomi", "middle_name": "H.", "last_name": "Feldman", "name_suffix": "", "institution": "University of Maryland", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29404/galley/19264/download/" } ] }, { "pk": 29475, "title": "“Think” and “believe” across cultures: A shared folk distinction between twocognitive attitudes in the US, Ghana, Thailand, China, and Vanuatu", "subtitle": null, "abstract": "Do people hold different kinds of beliefs about gods and spiritsthan they do about the everyday world? Many say no: that tothe faithful, gods and spirits are real in the same way that tablesand chairs are real. Yet experimental studies have found thatspeakers of American English tacitly distinguish between twocognitive attitudes—one for factual beliefs and one forreligious credences—through their differential use of the words“think” and “believe” (Heiphetz, Landers, and Van Leeuwen,2018). In three large-scale studies—conducted in fivestrikingly different linguistic and cultural-religious contexts(from west to east: the US, Ghana, Thailand, China, andVanuatu)—we demonstrate that such linguistic differentiationof factual belief and religious credence is cross-culturallyrobust. This lends support to the hypothesis that human theoryof mind includes nuanced distinctions among differentvarieties of “belief.”", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attitude reports; religious credence; factual belief;theory of mind; social cognition; psycholinguistics;comparative anthropology" } ], "section": "Comparative and Cultural Cognition", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0pz7d2c8", "frozenauthors": [ { "first_name": "Neil", "middle_name": "Van", "last_name": "Leeuwen", "name_suffix": "", "institution": "Georgia State University", "department": "" }, { "first_name": "Kara", "middle_name": "", "last_name": "Weisman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Tanya", "middle_name": "M.", "last_name": "Luhrmann", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29475/galley/19335/download/" } ] }, { "pk": 30047, "title": "Time flies: Hippocampal time cells represent the distant past with less resolution", "subtitle": null, "abstract": "Hippocampal time cells carry a record of recent experience by firing during a circumscribed period of time after a triggeringstimulus. Different cells have “time fields’ at different delays up to at least tens of seconds. The observation that timefields representing events further in the past are wider supports the hypothesis that the more distant past is recorded withless resolution. However, previous studies have analyzed time fields averaged over trials, leading to the possibility thatthis could be a trial-averaging artifact. We analyzed single-unit recorded time cells with a hierarchical-Bayesian modelthat separately estimated within-trial receptive field width and across-trial variability. Even after isolating across-trialvariability, time-field width covaries with delay, consistent with less resolution for past events. Moreover, the shift oftime-fields for simultaneously recorded time cells correlates with each other, suggesting that time runs at different ratesfor the population from one trial to the next.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/98v543mc", "frozenauthors": [ { "first_name": "Rui", "middle_name": "", "last_name": "Cao", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Charczynski", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Bladon", "name_suffix": "", "institution": "Brandeis University", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Howard", "name_suffix": "", "institution": "Boston University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30047/galley/19901/download/" } ] }, { "pk": 29705, "title": "Toddlers and preschoolers use relational concepts to solve problems", "subtitle": null, "abstract": "Contrary to decades of previous research, one recent study suggests that preschoolers can rapidly learn and transfer avariety of relational concepts (e.g., bigger than; smaller than; opposite of) when those relations are operationalized asthe beginning and ending states of causal transformations performed by agents (Goddu, Lombrozo, & Gopnik, in press).Without causal framing, children reverted from relational reasoning to object matching, consistent with findings from manyprevious (non-causal) paradigms. Here, we investigate whether three-year-olds (Experiment 1) and 24- to 30-month-oldtoddlers (Experiment 2) are able to learn and apply relational concepts in a behavioral task where they themselves mustintervene to solve a problem using relational reasoning. Results indicate that children as young as two years of age areable to rapidly learn and generalize relational concepts and use them productively to solve new problems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/13s972sz", "frozenauthors": [ { "first_name": "Mariel", "middle_name": "", "last_name": "Goddu", "name_suffix": "", "institution": "UC Berkeley", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "UC Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29705/galley/19562/download/" } ] }, { "pk": 30020, "title": "Toddlers recognize multiple meanings of polysemous words", "subtitle": null, "abstract": "Languages often reuse words for related meanings, such asbaseball cap and bottle cap, a phenomenon known aspolysemy. In English, it is estimated that 40-80% of allwords are polysemous, yet little is known about children’searly knowledge of polysemous words. In an eye-trackingstudy with monolingual English-learning 2-year-olds(n=40), we found that participants recognized multipleconventional meanings for polysemous nouns. We furtherinvestigated whether toddlers succeeded at this task becausethey were already familiar with multiple, learned meaningsfor words, or whether they simply guessed the correct targetbased on a single or vague meaning. To test this, we alsopresented participants with novel, related meanings for thesame English labels that are not conventional in English,e.g., the meaning “lid” for the label cap. The recognition ofconventional English meanings (baseball cap, bottle cap)was significantly higher than that of the novel extensionmeanings (e.g., a lid) for the same label (cap). These resultsshow that toddlers’ knowledge of polysemy goes beyond asingle or vague representation. At the same time, recognitionof the novel extended meanings was above chance,indicating that toddlers inferred that a related meaning wasthe better of the two options. Word learning theories must befurther developed to account for these complexities inlearning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "polysemy; word learning; semantics;development; language acquisition; cognitive development" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hq8s28q", "frozenauthors": [ { "first_name": "Sammy", "middle_name": "", "last_name": "Floyd", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Adele", "middle_name": "E.", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Lew-Williams", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30020/galley/19874/download/" } ] }, { "pk": 30209, "title": "To Dye or Not to Dye : The Effect of Hair Color on First Impressions", "subtitle": null, "abstract": "How does hair color affect people’s first impression of a face? Equipped with state-of-the-art Generative AdversarialNetwork (GAN) models, we are able to re-investigate the questions with strictly and precisely controlled image stimuli.By creating triplets of the same face image with different hair colors, we examine how black/brown/blond hair colorsaffect perception of attractiveness, trustworthiness and intelligence. Our study finds that if the original hair color is dark,the optimal choice in most cases is to stay in dark colors. If your original hair color is blond, changing into brown will,in general, make you look more intelligent, sometimes at the cost of attractiveness. The specific best color choice variesa lot more for people with blond hair. Furthermore, we train a neural network model that predicts people’s impressionson faces in different trait dimensions accurately. This study could provide guidance to people regarding their image andimpression control.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5vc329gc", "frozenauthors": [ { "first_name": "Amanda", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Devendra", "middle_name": "Pratap", "last_name": "Yadav", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Weifeng", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Garrison", "middle_name": "", "last_name": "Cottrell", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Ed", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30209/galley/20063/download/" } ] }, { "pk": 30186, "title": "To Move or not to Move: An ERP Study on the Processing of Literal and FictiveMotion Constructions", "subtitle": null, "abstract": "This study used ERP method to investigate the processing of fictive motion and literal motion during natural languagecomprehension. A hypothesis is that the motion component of a verb is preserved in both literal and fictive motion con-structions (The army/The bridge crossed the river). However, the incorporation of a motion-event frame into fictive motionconstructions requires reanalysis or reconstruction both syntactically and semantically. The ERP results reveal that a P300effect on the subject NPs, a P600 effect on the motion verbs and an N400 modulation on the sentence-final complementNPs were uncovered in the processing of fictive motion constructions in relative to literal motion constructions. Theseresults suggest that the processing of fictive motion requires increased cognitive effort than the processing of literal motioncondition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2pt8r120", "frozenauthors": [ { "first_name": "Yu", "middle_name": "", "last_name": "Deng", "name_suffix": "", "institution": "Sichuan International Studies University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30186/galley/20040/download/" } ] }, { "pk": 29495, "title": "Too many cooks: Coordinating multi-agent collaboration through inverse planning", "subtitle": null, "abstract": "Collaboration requires agents to coordinate their behavior onthe fly, sometimes cooperating to solve a single task togetherand other times dividing it up into sub-tasks to work on in par-allel. Underlying the human ability to collaborate is theory-of-mind, the ability to infer the hidden mental states that driveothers to act. Here, we develop Bayesian Delegation, a decen-tralized multi-agent learning mechanism with these abilities.Bayesian Delegation enables agents to rapidly infer the hid-den intentions of others by inverse planning. These inferencesenable agents to flexibly decide in the absence of communi-cation when to cooperate on the same sub-task and when towork on different sub-tasks in parallel. We test this model ina suite of multi-agent Markov decision processes inspired bycooking problems. To succeed, agents must coordinate boththeir high-level plans (e.g., what sub-task they should work on)and their low-level actions (e.g., avoiding collisions). BayesianDelegation bridges these two levels and rapidly aligns agents’beliefs about who should work on what. Finally, we testedBayesian Delegation in a behavioral experiment where partici-pants made sub-task inferences from sparse observations of co-operative behavior. Bayesian Delegation outperformed heuris-tic models and was closely aligned with human judgments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "coordination; social learning; inverse planning;Bayesian inference" } ], "section": "Agend-based Models", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7zk0m8cz", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "A.", "last_name": "Wu", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "Rose", "middle_name": "E.", "last_name": "Wang", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "James", "middle_name": "A.", "last_name": "Evans", "name_suffix": "", "institution": "UChicago", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "MIT", "department": "" }, { "first_name": "David", "middle_name": "C.", "last_name": "Parkes", "name_suffix": "", "institution": "Harvard", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Harvard, MIT , Diffeo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29495/galley/19355/download/" } ] }, { "pk": 30174, "title": "Top-down effect of apparent humanness on vocal alignment toward human anddevice interlocutors", "subtitle": null, "abstract": "Humans are now regularly speaking to voice-activatedartificially intelligent (voice-AI) assistants. Yet, ourunderstanding of the cognitive mechanisms at play duringspeech interactions with a voice-AI, relative to a real human,interlocutor is an understudied area of research. The presentstudy tests whether top-down guise of “apparent humanness”affects vocal alignment patterns to human and text-to-speech(TTS) voices. In a between-subjects design, participants heardeither 4 naturally-produced or 4 TTS voices. Apparenthumanness guise varied within-subject. Speaker guise wasmanipulated via a top-down label with images, either of twopictures of voice-AI systems (Amazon Echos) or two humantalkers. Vocal alignment in vowel duration revealed top-downeffects of apparent humanness guise: participants showedgreater alignment to TTS voices when presented with a deviceguise (“authentic guise”), but lower alignment in the twoinauthentic guises. Results suggest a dynamic interplay ofbottom-up and top-down factors in human and voice-AIinteraction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "vocal alignment; apparent guise; voice-activatedartificially intelligent (voice-AI) systems; human-computerinteraction" } ], "section": "Papers accepted as Posters, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4hk1q3q3", "frozenauthors": [ { "first_name": "Georgia", "middle_name": "", "last_name": "Zellou", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Michelle", "middle_name": "", "last_name": "Cohn", "name_suffix": "", "institution": "University of California, Davis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30174/galley/20028/download/" } ] }, { "pk": 30199, "title": "To repeat or not to repeat: Competitor repetition and variability in childrensmemory for words", "subtitle": null, "abstract": "To successfully learn words, children must map words to referents in the presence of competitor objects, and retain thesemappings across time. Past research suggests that competitor repetition supports word mapping. However, these studieshave not implemented delayed tests. Relying on a desirable difficulties framework, we predicted that competitor variabilitywould lead to better long-term retention of novel words. To test this prediction, children ages 2-6 completed a novel wordlearning task. Children were assigned to a competitor repetition or competitor variation condition. In Experiment 1,we tested retention of novel word-referent mappings at an immediate and 10-minute delayed test. In Experiment 2, weassessed whether retrieval dynamics during learning explained retention performance. Results revealed that competitorvariation engendered less retrieval success during learning. Competitor variation also reduced forgetting of novel wordsacross time. We highlight the importance of moving beyond immediate tests when characterizing competition in wordlearning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1t43j5hv", "frozenauthors": [ { "first_name": "Melina", "middle_name": "", "last_name": "Knabe", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Haley", "middle_name": "", "last_name": "Vlach", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30199/galley/20053/download/" } ] }, { "pk": 29349, "title": "Toward a Unified Theory of Proportion", "subtitle": null, "abstract": "Proportional reasoning is a ubiquitous part of the humanexperience. We engage in proportional reasoning to meetboth informal and specialized goals across a range ofdomains, such as medicine (e.g., disease rates, drug dosages),finance and commerce (e.g., interest rates, discounts),cooking and baking (e.g., scaling ingredient amounts), andmany others. Given this variation in usage, it may not besurprising that proportional reasoning does not have asingular definition or interpretation, but instead is a complextopic with many interconnected concepts. The central goal ofthis symposium is to shed light on this complexity bydiscussing diverse perspectives of proportional reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "proportional reasoning; quantity; numericalcognition; fractions; representations; development" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gn9q3dt", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Hurst", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Denison", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Yunji", "middle_name": "", "last_name": "Park", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Percival", "middle_name": "", "last_name": "Matthews", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Cantlon", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29349/galley/19210/download/" } ] }, { "pk": 29371, "title": "Towards a Complete Model of Reading:Simulating Lexical Decision, Word Naming, and Sentence Reading with Über-Reader", "subtitle": null, "abstract": "This paper presents simulations of eye movements during read-ing, lexical decision, and naming using Über-Reader, a newcomputational model that aims to provide a complete accountof the perceptual, cognitive, and motor processes involved inreading. The present simulations focused on Über-Reader’sword-identification module—an implementation of the Multi-ple-Trace Memory model (Ans et al., 1998) based on the theo-retical assumptions of the MINERVA 2 model of episodicmemory (Hintzman, 1984)—with a vocabulary comprising thefull corpus of the English Lexicon Project (Balota et al., 2007).The model’s lexicon was probed with words and one-letter-dif-ferent non-words from the Schilling et al. (1998) corpus, andoutputs of the model were scored to evaluate performanceagainst the empirical data. The outcomes of these simulationswill inform further development of Über-Reader by providingthe foundation for our ultimate goal of simulating reading, inits entirety.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "computer modeling; eye movements; reading; lex-ical-decision task; naming task; visual word recognition; Über-Reader" } ], "section": "Modeling Language", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92p992b5", "frozenauthors": [ { "first_name": "Aaron", "middle_name": "", "last_name": "Veldre", "name_suffix": "", "institution": "The University of Sydney", "department": "" }, { "first_name": "Lili", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Macquarie University", "department": "" }, { "first_name": "Sally", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "The University of Sydney", "department": "" }, { "first_name": "Erik", "middle_name": "D.", "last_name": "Reichle", "name_suffix": "", "institution": "Macquarie University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29371/galley/19232/download/" } ] }, { "pk": 29354, "title": "Toward Unifying Cognitive Architecture and Neural Task Set Theories", "subtitle": null, "abstract": "PRIMs theory describes a computational foundation for un-derstanding task-general human learning and transfer usingrule-based cognitive architectures. Integration with ACT-Rhas yielded Actransfer, a model that replicates human learn-ing and transfer across many tasks. However, this model re-quires task-specific latency scaling parameters from ACT-Rto model different tasks, implying that there is missing com-putation in the theory. Neuroscience literature has separatelydefined the “task set” as the neural encoding that configuresstimulus-response rule behavior in working memory. The pro-cess of switching between different task sets is often used toexplain human latency costs. This paper introduces an alter-nate instantiation of PRIMs theory that enacts task set process-ing to account for the missing computation via a novel memorystructure called a procedure context. Human tasks of varyingcomplexity are modeled across two experiments. Procedurecontexts model human latencies and interference effects in alltasks by integrating latency, decision making, task representa-tion, and learning as aspects of a single unified process. Thisapproach offers promise for future modeling within cognitivescience by uniting theories from neuroscience and cognitivearchitectures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "task set; cognitive modeling; cognitive architec-ture; Soar; PRIMs; PROPs; task switching; learning" } ], "section": "Choices and Decisions", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8vh926jj", "frozenauthors": [ { "first_name": "Bryan", "middle_name": "", "last_name": "Stearns", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "John", "middle_name": "E.", "last_name": "Laird", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29354/galley/19215/download/" } ] }, { "pk": 29528, "title": "Tracing the emergence of gendered language in childhood", "subtitle": null, "abstract": "Are gender associations in general language reflected in thewords spoken to and by children? Previous work has sug-gested that language reveals gender differences in discourse,speech style, language use and acquisition. Work in artificialintelligence has shown that word embeddings trained on largecorpora reflect human gender associations. We connect thiswork to developmental psychology by exploring whether gen-der associations in word embeddings are present in the linguis-tic input and output of children, and if so, how early genderedlanguage emerges. We present a computational method thatquantifies the gender associations of words and use a corpus ofchild-caretaker speech to show that these gender associationscorrelate significantly with those in word embeddings. Wediscover that gendered word use emerges in English-speakingchildren around age 2, and the gender associations cannotbe explained solely by variables including word length, fre-quency, concreteness, and valence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language and development; gender; child speech;word embedding; computational modelling" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4zk7d1fx", "frozenauthors": [ { "first_name": "Ben", "middle_name": "", "last_name": "Prystawski", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Erin", "middle_name": "", "last_name": "Grant", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Aida", "middle_name": "", "last_name": "Nematzadeh", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Spike", "middle_name": "W. S.", "last_name": "Lee", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29528/galley/19388/download/" } ] }, { "pk": 30064, "title": "Tracking Age-Related Cognitive Decline: Insights from the Detection ofAdvertisements", "subtitle": null, "abstract": "Most research suggests that older adults experience declines in cognitive abilities, but these outcomes are often drawn fromexperimental paradigms that do not employ naturalistic materials. The present study addresses this issue by examiningolder and younger adults’ ability to detect so-called native advertisements, which are designed to seamlessly blend intotheir medium. Participants viewed either real webpages (visual) or listened to abbreviated content from real radio/podcasts(auditory). Both age groups were less accurate and slower at detecting native compared to traditional advertisements. Fur-ther, older adults had greater difficulty detecting native advertisements on webpages, but no age-related differences wereobserved with auditory materials. The lack of differences in the auditory domain is intriguing, yet it is broadly consistentwith work suggesting spoken language abilities show little or moderate decline. Together, the results demonstrate hownaturalistic stimuli help reveal the extent to which specific domains are affected in cognitive aging.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/54h18974", "frozenauthors": [ { "first_name": "Raheleh", "middle_name": "", "last_name": "Saryazdi", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Yvette", "middle_name": "", "last_name": "Hou", "name_suffix": "", "institution": "McMaster University", "department": "" }, { "first_name": "Craig", "middle_name": "", "last_name": "Chambers", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30064/galley/19918/download/" } ] }, { "pk": 29983, "title": "Trust-Related Heuristics and Biases: How Do We Trust Healthcare Systems?", "subtitle": null, "abstract": "An online questionnaire attempted to reveal the heuristics and biases used when participants reflected on their trust ina healthcare system. Participants answered quantitative questions related to six different heuristics and biases, whichrevealed their propensity for exhibiting each heuristic, before rating healthcare systems on seven trust-related metrics: re-source allocation; access to treatment; honesty, integrity and intention; competence; quality; safety; and equality. Multipleregressions tested whether the predictive power of heuristics and biases on trust ratings was significantly moderated bythe relative proportion of patients receiving service in the public and private sector. Results revealed that heuristics andbiases significantly impacted thought processes when arriving at assessments of participants willingness to trust. As trustin major institutions declines, this presents the scientific and medical communities with relevant data to potentially alterpractices and communication approaches in a way that fosters trust.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7001n8pp", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "", "last_name": "Cantarutti", "name_suffix": "", "institution": "City, University of London", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Pothos", "name_suffix": "", "institution": "City, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29983/galley/19837/download/" } ] }, { "pk": 29504, "title": "Unconscious learning of automatic inhibition is reflected in frontal theta and sensorimotor oscillations", "subtitle": null, "abstract": "The cognitive control of action is thought to be mediated byconscious effort as reflected by changes in frontal theta activity. Wemeasured frontal theta during a response inhibition task in 16healthy adults who implicitly learned repeated patterns of go/switchcues, resulting in unaware differences in cognitive demand fordifferent cues. Learning was reflected by reduced reaction times(RT) to probable compared to unexpected switch cues. In the rareabsence of behavioural (RT) differences, concurrent measures ofpupil diameter revealed changes in effort with stimulus probability,while effort was accompanied by parametric increases intheta. Additionally, theta predicted pre-response sensorimotorgamma, suggesting interactions between frontal and sensorimotorcortex during cognitive control. These results provide furtherevidence for a functional role of theta in cognitive effort duringresponse preparation, inhibition and execution, even in the absenceof conscious awareness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "implicit learning; motor learning; cognitive load;automaticity; pupillometry; MEG; theta; gamma" } ], "section": "Forms of Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xv110m8", "frozenauthors": [ { "first_name": "Silvia", "middle_name": "L.", "last_name": "Isabella", "name_suffix": "", "institution": "The Hospital for Sick Children", "department": "" }, { "first_name": "J.", "middle_name": "Allan", "last_name": "Cheyne", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Douglas", "middle_name": "O.", "last_name": "Cheyne", "name_suffix": "", "institution": "The Hospital for Sick Children", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29504/galley/19364/download/" } ] }, { "pk": 29713, "title": "Uncovering Category Representations with Linked MCMC with people", "subtitle": null, "abstract": "Cognitive science is often concerned with questions about ourrepresentations of concepts and the underlying psychologicalspaces in which these concepts are embedded. One methodto reveal concepts and conceptual spaces experimentally isMarkov chain Monte Carlo with people (MCMCP), whereparticipants produce samples from their implicit categories.While MCMCP has allowed for the experimental study of psy-chological representations of complex categories, experimentsare typically long and repetitive. Here, we contrasted the clas-sical MCMCP design with a linked variant, in which each par-ticipant completed just a short run of MCMCP trials, whichwere then combined to produce a single sample set. We foundthat linking produced results that were nearly indistinguishablefrom classical MCMCP, and often converged to the desired dis-tribution faster. Our results support linking as an approach forperforming MCMCP experiments within broader populations,such as in developmental settings where large numbers of trialsper participant are impractical.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "experimental design" }, { "word": "Markov chain Monte Carlo" }, { "word": "Categorization" }, { "word": "Representation" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bn7v6zc", "frozenauthors": [ { "first_name": "Pablo", "middle_name": "", "last_name": "Leon-Villagra", "name_suffix": "", "institution": "University of Toronto, University of Edinburgh", "department": "" }, { "first_name": "Kay", "middle_name": "", "last_name": "Otsubo", "name_suffix": "", "institution": "University of Toronto, University of Edinburgh", "department": "" }, { "first_name": "Christopher", "middle_name": "G.", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto, University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29713/galley/19570/download/" } ] }, { "pk": 29882, "title": "Understanding Childrens Productions: Does Experience Play a Role?", "subtitle": null, "abstract": "Toddlers are notoriously difficult to understand, yet like accented speakers, their productions tend to systematically differfrom adult productions. Thus, we hypothesize that listeners with routine exposure to toddlers (perhaps even toddlersthemselves) should comprehend toddlers best. Three listener groups were tested on their comprehension of toddlersutterances in an eye-tracking study; forty-eight toddlers (Mage= 33 months), sixteen undergraduates with little experiencearound children (Mage= 18 years), and sixteen mothers of young children (Mage=38 years). All listeners looked longerto targets than distractors (p ¡ 0.05), with mothers and undergraduates target fixations significantly greater than toddlers(p ¡ 0.001). Mothers target fixations (78%) did not differ significantly from undergraduates (74%; p = 0.17). Thesepreliminary findings suggest a complex picture regarding the role of experience in comprehending toddlers utterances.Clearly, however, toddlers do not outperform adults in understanding toddlers.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/89s0z39s", "frozenauthors": [ { "first_name": "Amrita", "middle_name": "", "last_name": "Bagga", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Madeleine", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29882/galley/19736/download/" } ] }, { "pk": 29675, "title": "Understanding Children’s Speech Productions: Man Versus Machine", "subtitle": null, "abstract": "Young childrens speech pronunciations deviate systematically from adult forms. For example, onsets are often simplified(e.g., stop becomes top), unstressed syllables frequently deleted (e.g., spaghetti becomes getti), and certain segments arecommonly replaced with other ones (e.g., rice becomes wice). The current study examined how well adults and a popularautomatic speech recognition system (i.e., Siri) deal with these deviations. The same 12 children were recorded producing32 words in isolation at three ages: 2.5, 3.5, and 5.5 years. 12 adults were also recorded. These recordings were presentedto 48 young adults, 7 mothers, and Siri for transcription. All listeners performed worst with 2.5-year-old productions,and humans outperformed Siri with all ages (p ¡ 0.001). Mothers demonstrated the highest accuracy with 2.5-year-oldproductions (86%). Additionally, Siri made distinctive transcription errors with childrens speech. These errors may reflectthe systems lack of training with young childrens voices.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2d6893g9", "frozenauthors": [ { "first_name": "Madeleine", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Amrita", "middle_name": "", "last_name": "Bagga", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29675/galley/19532/download/" } ] }, { "pk": 30196, "title": "Understanding Computational Thinking Assessment through Text Mining", "subtitle": null, "abstract": "With the ever-increasing need for teaching computational thinking (CT) to learners of the digital age, teacher educatorsneed to better guide teachers to embed CT activities across subjects and contexts while discovering the positive effectsof computer programming in K-12 education. However, computational thinking assessment (CTA) have yet to be fullyunderstood in the literature. To address this challenge, this paper used text mining with the aim of reviewing CTA in theliterature for both pre-service and in-service educators. By analyzing 267 papers, we identified 14 clusters of CTA topicsby exploring the application of computational techniques including rudimentary vector space models and unsupervisedmachine learning algorithms. We also performed a network analysis for further interpretation of our unsupervised machinelearning results. This visualization of the network allows us to select main themes and perform an exploratory factoranalysis. Implications for educational design and future research are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts, appearing in proceedings only", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8hz2g6d0", "frozenauthors": [ { "first_name": "Mi", "middle_name": "Song", "last_name": "Kim", "name_suffix": "", "institution": "University of Western Ontario", "department": "" }, { "first_name": "Negar", "middle_name": "", "last_name": "Shabihi", "name_suffix": "", "institution": "University of Western Ontario", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30196/galley/20050/download/" } ] }, { "pk": 29378, "title": "Understanding Memory for WHERE using Smartphone Data", "subtitle": null, "abstract": "A primary challenge for alibi generation research is establishing the ground truth of the real world events of interest.We used a smartphone app to record data on participants for a month prior to a memory test. The app captured theiraccelerometry continuously and their GPS location and sound environment every ten minutes. After a week retentioninterval, we asked participants to identify where they were at a given time from among four alternatives. Participants wereincorrect 36% of the time. Furthermore, our forced choice procedure allowed us to conduct a conditional logit analysisto assess the relative importance of different aspects of the events to the decision process. We found strong evidence thatparticipants confuse days across weeks. In addition, people often confused weeks in general and also hours across days.Similarity of location induced more errors than similarity of sound environments or movement types.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Memory", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7sc354wt", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Laliberte", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Stone", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Dennis", "name_suffix": "", "institution": "The University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29378/galley/19239/download/" } ] }, { "pk": 29819, "title": "Understanding scalar implicature without scale markers SOME and ALL inJapanese preschoolers and adults", "subtitle": null, "abstract": "Understanding Some girls have bags is difficult for preschoolers, because they may not properly calculate scalar implica-ture. In this study, we examined whether preschoolers and adults guess scalar information without scale markers (some,all) using negative/positive Japanese sentences in picture selection task. This task consisted of three cards, e.g., SOMEcard illustrated two persons with a bag and four persons without a bag. The results were that the positive expression,Baggu wo motte-iru hito ga imasu (there are persons with a bag), was guessed as meaning of ALL (all persons have a bag)by children, while guessed as SOME by adults. Interestingly, the negative expression, Baggu wo motte-inai hito ga imasu(there are persons without a bag), was guessed as NONE by children, but guessed as SOME by adults. The results suggestchildren may not utilize the combination of existence and agents state information to guess scalar implicature.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0jp7w39q", "frozenauthors": [ { "first_name": "Tetsuya", "middle_name": "", "last_name": "Yasuda", "name_suffix": "", "institution": "Tokyo Denki University", "department": "" }, { "first_name": "Harumi", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Tokyo Denki University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29819/galley/19673/download/" } ] }, { "pk": 29470, "title": "Universal linguistic inductive biases via meta-learning", "subtitle": null, "abstract": "How do learners acquire languages from the limited data avail-able to them? This process must involve some inductivebiases—factors that affect how a learner generalizes—but it isunclear which inductive biases can explain observed patternsin language acquisition. To facilitate computational model-ing aimed at addressing this question, we introduce a frame-work for giving particular linguistic inductive biases to a neu-ral network model; such a model can then be used to em-pirically explore the effects of those inductive biases. Thisframework disentangles universal inductive biases, which areencoded in the initial values of a neural network’s param-eters, from non-universal factors, which the neural networkmust learn from data in a given language. The initial statethat encodes the inductive biases is found with meta-learning,a technique through which a model discovers how to acquirenew languages more easily via exposure to many possible lan-guages. By controlling the properties of the languages that areused during meta-learning, we can control the inductive biasesthat meta-learning imparts. We demonstrate this frameworkwith a case study based on syllable structure. First, we specifythe inductive biases that we intend to give our model, and thenwe translate those inductive biases into a space of languagesfrom which a model can meta-learn. Finally, using existinganalysis techniques, we verify that our approach has impartedthe linguistic inductive biases that it was intended to impart.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Meta-learning" }, { "word": "inductive bias" }, { "word": "language univer-sals" }, { "word": "syllable structure typology" }, { "word": "Neural Networks" } ], "section": "Linguistics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93m7w30j", "frozenauthors": [ { "first_name": "R.", "middle_name": "Thomas", "last_name": "McCoy", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Erin", "middle_name": "", "last_name": "Grant", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Smolensky", "name_suffix": "", "institution": "Microsoft Research AI , Johns Hopkins University", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tal", "middle_name": "", "last_name": "Linzen", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29470/galley/19330/download/" } ] }, { "pk": 29630, "title": "Unpacking cognitive processes in additive and non-additive multiple-cue tasks", "subtitle": null, "abstract": "In this project we show how the cognitive processes, and the learning patterns, of participants performing a typicalmultiple-cue learning (MCL) task is affected by the format (numeric or verbal) of the cues and the criterion. In twoexperiments we investigated the hypothesis that the reliance on linear additive integration in MCL-tasks is especiallypronounced when cues are presented in a numeric rather than verbal format. The results support the hypothesis. Withnumeric cues, we replicate previous findings supporting a systematic shift from cue-abstraction and additive integrationof cues when the task is additive, to reliance on exemplar memory when the task is non-additive. However, when cuesare verbal, no systematic shift in cognitive process is evident, with participants in general relying on exemplar memoryregardless of the task structure. Consequently, the numerical format is advantageous for learning in the additive task butat times disadvantageous in the non-additive task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tp459th", "frozenauthors": [ { "first_name": "August", "middle_name": "", "last_name": "Collsi", "name_suffix": "", "institution": "Uppsala University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Juslin", "name_suffix": "", "institution": "Uppsala University", "department": "" }, { "first_name": "Ebba", "middle_name": "", "last_name": "Elwin", "name_suffix": "", "institution": "Uppsala University", "department": "" }, { "first_name": "Anders", "middle_name": "", "last_name": "Winman", "name_suffix": "", "institution": "Uppsala University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29630/galley/19488/download/" } ] }, { "pk": 29385, "title": "Unravelling Past Cognition: Approaches Across Disciplines", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognition" }, { "word": "Culture" }, { "word": "Language" }, { "word": "materiality" }, { "word": "archaeol-ogy" }, { "word": "Anthropology" }, { "word": "Comparative Psychology" }, { "word": "Cognitive Science" } ], "section": "Symposium", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1n39p6m5", "frozenauthors": [ { "first_name": "Larissa", "middle_name": "", "last_name": "Straffon", "name_suffix": "", "institution": "University of Bergen", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Bender", "name_suffix": "", "institution": "University of Bergen", "department": "" }, { "first_name": "Claudio", "middle_name": "", "last_name": "Tennie", "name_suffix": "", "institution": "University of Tübingen", "department": "" }, { "first_name": "Dietrich", "middle_name": "", "last_name": "Stout", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Greenhill", "name_suffix": "", "institution": "Max Planck Institute for the Science of Human History", "department": "" }, { "first_name": "Francesco", "middle_name": "", "last_name": "d’Errico", "name_suffix": "", "institution": "Université Bordeaux", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29385/galley/19246/download/" } ] }, { "pk": 30027, "title": "Unsupervised categorization as similarity-based generalization", "subtitle": null, "abstract": "Unsupervised learning is widely recognized as an important problem in cognitive science, but unsupervised learning inhumans has received relatively little empirical investigation to date. We investigate unsupervised categorization usinga new task in which people generate verbal labels to novel objects, with objects given the same label assumed to bein the same mental category. Our main finding is that categorization is determined by similarity, i.e., the probabilityof placing two objects into the same category is an exponentially declining function of their dissimilarity, consistentwith Shepard’s (1987) universal law of generalization. We present data demonstrating the overall exponential pattern,plus specific predictions regarding selective attention, sensitivity to correlated features, and the effects of category size(number of examples). Taken together, the results suggest that the similarity-based approach used successfully in modelsof supervised categorization (e.g., Nosofsky 1986, 1992) may also extend to the domain of unsupervised categorization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bq98954", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Clapper", "name_suffix": "", "institution": "California State University, San Bernardino", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Appel", "name_suffix": "", "institution": "California State University, San Bernardino", "department": "" }, { "first_name": "Bryan", "middle_name": "D.", "last_name": "Alvarez", "name_suffix": "", "institution": "California State University, San Bernardino", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30027/galley/19881/download/" } ] }, { "pk": 29665, "title": "Untangling Semantic Similarity:Modeling Lexical Processing Experiments with Distributional Semantic Models.", "subtitle": null, "abstract": "Distributional semantic models (DSMs) are substantially var-ied in the types of semantic similarity that they output. Despitethis high variance, the different types of similarity are oftenconflated as a monolithic concept in models of behaviouraldata. We apply the insight that word2vec’s representationscan be used for capturing both paradigmatic similarity (sub-stitutability) and syntagmatic similarity (co-occurrence) to twosets of experimental findings (semantic priming and the effectof semantic neighbourhood density) that have previously beenmodeled with monolithic conceptions of DSM-based seman-tic similarity. Using paradigmatic and syntagmatic similaritybased on word2vec, we show that for some tasks and typesof items the two types of similarity play complementary ex-planatory roles, whereas for others, only syntagmatic similar-ity seems to matter. These findings remind us that it is im-portant to develop more precise accounts of what we believeour DSMs represent, and provide us with novel perspectiveson established behavioural patterns.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic similarity; priming; word2vec; distribu-tional semantics; semantic neighbourhood density." } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6zw0c30r", "frozenauthors": [ { "first_name": "Farhan", "middle_name": "", "last_name": "Samir", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Barend", "middle_name": "", "last_name": "Beekhuizen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Suzanne", "middle_name": "", "last_name": "Stevenson", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29665/galley/19522/download/" } ] }, { "pk": 29376, "title": "Using Emails to Quantify the Impact of Prior Exposure on Word Recognition\nMemory", "subtitle": null, "abstract": "Recognition memory studies have reliably demonstrated the\nword frequency effect (WFE), where low-frequency words are\nmore accurately recognized than high-frequency words. The\ncontext noise account of WFE argues that pre-experimental\nexposure to stimuli generates interference that compromises\nhigh-frequency words more than low-frequency words.\nBecause the representations of the contexts associated with\nmore recent exposures are assumed to overlap more with the\nrepresentation of the study context, stimuli that have been seen\nmore recently are thought to generate the most interference.\nWe asked participants to log their daily email for two months.\nBased on the participant’s email corpus, we constructed an\nindividualized study-test recognition memory task to\ninvestigate the effect of recency. Results show that recency has\na graded effect on recognition memory that extends for at least\ntwo months providing support for the context noise account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word frequency effect; recency; context noise;\nitem noise; recognition memory" } ], "section": "Memory", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0vb329jx", "frozenauthors": [ { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Courtney", "middle_name": "Rose", "last_name": "O'Brien", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Stone", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Osth", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Simon", "middle_name": "J.", "last_name": "Dennis", "name_suffix": "", "institution": "The University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29376/galley/19237/download/" } ] }, { "pk": 29699, "title": "Using Experience Sampling to Investigate Affect at Encoding and Episodic Memory", "subtitle": null, "abstract": "Intensive longitudinal data was collected through theconcurrent use of a passive experience sampling (ES)smartphone application collecting objective measures ofexperience, and an ecological momentary assessment (EMA)app collecting self-reported affect. After a week-longretention interval, participants completed a memory testgenerated from paired ES and EMA data. Participants wereasked to select the GPS location at the time of a paired targetevent from four alternatives. Correct retrieval was notpredicted by self-reports grouped by negative valence/higharousal or negative valence/low arousal. Positivevalence/high arousal reported at encoding predicted greaterprobability of incorrect responses. Conversely, positivevalence/low arousal predicted greater probability of correctidentification of target. At retrieval, choice was predicted bydissimilarities in discrete emotions between target anddistractors, suggesting the use of affect as a contextualmechanism.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "episodic memory" }, { "word": "Affect" }, { "word": "Emotion" }, { "word": "experiencesampling" }, { "word": "ecological momentary assessment" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8bb8v8t4", "frozenauthors": [ { "first_name": "Adelaide", "middle_name": "", "last_name": "McKenzie", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Simon", "middle_name": "J.", "last_name": "Dennis", "name_suffix": "", "institution": "The University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29699/galley/19556/download/" } ] }, { "pk": 29768, "title": "Using K-means Clustering for Out-of-Sample Predictions of Memory Retention", "subtitle": null, "abstract": "In applied settings, computational models of memory haveproven useful in making principled performance predictions.Specifically, historical data are used to derive modelparameters in order to enable out-of-sample predictions.Parameters are typically fit to meaningful subsets of data.However, labels that demarcate what constitutes a“meaningful” subset are not always available. Here, we utilizea data-driven method to cluster past performance into subsetspossessing statistical similarities. We contrast predictions fromcluster-specific model parameters with predictions based onsubsets that are artifacts of the experimental design. We showthat cluster-based predictions are at least as accurate as thechosen baselines and highlight additional advantages of thedata-driven approach.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "learning; memory; k-means clustering;computational model; prediction" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61n9h3q5", "frozenauthors": [ { "first_name": "Florian", "middle_name": "", "last_name": "Sense", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Coll", "name_suffix": "", "institution": "ORISE at Air Force Research Laboratory", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Krusmark", "name_suffix": "", "institution": "Air Force Research Laborator", "department": "" }, { "first_name": "Tiffany", "middle_name": "S.", "last_name": "Jastrzembski", "name_suffix": "", "institution": "Air Force Research Laborator", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29768/galley/19622/download/" } ] }, { "pk": 29832, "title": "Using Natural Language Processing Models to Evaluate STEM Book Coherence", "subtitle": null, "abstract": "Learning in the STEM disciplines depends on high-quality STEM books, but choosing a textbook can be difficult inthe absence of objective measures of text quality. Here we compared two natural language processing approaches forevaluating text cohesion. In Coh-Metrix (Graesser et al. 2004), text cohesion is indicated by the mean cosine value of theall possible pairs of sentence vectors, with sentence vectors based on LSA. We introduce a new method for measuring textcoherence based on the deep learning language model RoBERTa (Liu et al., 2019). In this new approach, coherence ismeasured by determining the average predictability of all of the words in the text, with word predictability a function ofeach words linguistic context. Coherence as measured by RoBERTa more closely matched the coherence ratings of humanjudges than did Coh-Metrix. Implications for the assessment and categorization of STEM books are 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/0p39z0kh", "frozenauthors": [ { "first_name": "Hilary", "middle_name": "", "last_name": "Miller", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Phillip", "middle_name": "", "last_name": "Wolff", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29832/galley/19686/download/" } ] }, { "pk": 29605, "title": "Using Neuromyths to Explore Educator Cognition: A Mouse-Tracking Paradigm", "subtitle": null, "abstract": "Current theories of knowledge acquisition suggest that newlylearned knowledge does not always supplant prior knowledge,even when newly learned knowledge repairs errors. Newknowledge may suppress prior knowledge, particularly foroverlearned, explicit responses, creating internal competitionbetween knowledge elements. Competition between new and priorknowledge may be one reason misconceptions are highly resistantto repair. The present study examines misconceptions in a specificdomain: pre-service educators’ beliefs about neuromyths.Addressing misconceptions in pre-service educators is importantbecause these misconceptions are likely to be transmitted tostudents and may reduce the effectiveness of instruction. Acomputer mouse-tracking paradigm measured explicit beliefs inneuromyths as well as implicit uncertainty during thedecision-making process. The findings demonstrated thatpre-service educators often endorsed neuromyths but wereuncertain about the veracity of neurofacts. These findings add toour knowledge of misconceptions, their durability, anddemonstrate a need to address misconceptions in educatorpreparation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "misconceptions; education; neuromyths; computermouse tracking; knowledge acquisition; educator cognition" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3v0102s2", "frozenauthors": [ { "first_name": "Grace", "middle_name": "W.", "last_name": "Murray", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Tracy", "middle_name": "", "last_name": "Arner", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Jennifer", "middle_name": "M.", "last_name": "Roche", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Bradley", "middle_name": "J.", "last_name": "Morris", "name_suffix": "", "institution": "Kent State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29605/galley/19464/download/" } ] }, { "pk": 29732, "title": "Using Signal Detection Theory to Investigate the Role of Visual Information\nin Performance Monitoring in Typing", "subtitle": null, "abstract": "This paper uses the signal detection theory (SDT) to\ninvestigate the contribution of visual information to two\nmonitoring-dependent functions, metacognitive awareness of\nerrors and error corrections. Data from two experiments\nshow that complete removal of visual outcome results in a\nmild decrease in error awareness and a much more significant\ndecrease in correction rates. Partially restoring visual\ninformation by including positional information (as in masked\npassword typing) causes a modest but statistically significant\nimprovement in correction performance. Interestingly,\nparticipants treat the change to the quality of information\ndifferently across the tasks, with more conservative behavior\n(avoiding false alarms) in the correction task. These findings\nshow the SDT’s ability to quantify, in a graded manner, the\ncontribution of specific types of information to monitoring in\ncomplex tasks, while also providing additional information\nabout how participants handle the change to the quality of\ninformation in a task-dependent manner.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language production; signal detection theory\n(SDT); monitoring; error awareness; typing." } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93s20480", "frozenauthors": [ { "first_name": "Svetlana", "middle_name": "", "last_name": "Pinet", "name_suffix": "", "institution": "Basque Center on Cognition", "department": "" }, { "first_name": "Nazbanou", "middle_name": "", "last_name": "Nozari", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29732/galley/19589/download/" } ] }, { "pk": 29887, "title": "Using the TrackIt Task to Measure the Development of Selective Sustained Attention\nin Children Ages 2-7", "subtitle": null, "abstract": "The TrackIt task was developed as a measure of selective\nsustained attention that is developmentally-sensitive and able\nto partially separate exogenous and endogenous factors\naffecting attention regulation. However, these predictions have\nonly been investigated within a limited set of parameters and\nage range (3-5 years). This preregistered study reports a\nsystematic effort to examine performance on TrackIt in an\nexpanded parameter space and age range. This study largely\nreplicated and extended prior findings: across most\nimplementations of the task, we found a medium-to-large\neffect of age and a small effect of condition. We also found that\ndistractor errors were more likely given Low Exogenous\nsupport and in younger children. Contrary to the preregistered\nhypothesis, younger children did not benefit more from\nexogenous support than older children. Overall, these results\ncontribute to the body of evidence that selective sustained\nattention (1) improves with age and (2) is bolstered by\nexogenous support.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "selective sustained attention; development of\nattention regulation; TrackIt" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/929665rs", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Keebler", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Jaeah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Oceann", "middle_name": "", "last_name": "Stanley", "name_suffix": "", "institution": "Carnegie Mellon University", "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": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29887/galley/19741/download/" } ] }, { "pk": 30034, "title": "Using Think-Aloud Protocols to Explore Students’ Use of Knowledge ForumAnalytic Tools", "subtitle": null, "abstract": "Digital technologies have drastically transformed the way in which we communicate, visualize, and work with information,giving rise to new research areas, such as child-computer interaction (Read & Bekker, 2011) and computer-supportedcollaborative learning (Dillenbourg, Jrvel, & Fischer, 2009). Consequently, cognitive scientists are increasingly interestedin understanding how children think and learn with digital technologies (e.g., Greenfield & Yan, 2005). This study usesconcurrent think-aloud protocols to elicit childrens explanations of how they use analytic tools to support their learning onan online platform called Knowledge Forum (Scardamalia, 2017). After using Knowledge Forum for eight months (Ma &Akyea, 2019), five third-graders participated in 20-minute sessions to interpret their online activities using analytic tools(e.g., bar charts, sociograms, word clouds). Generally, they were cognizant of their online behaviours, and the tools raisedmetacognitive awareness toward productive social interactions. Practical implications for using analytic tools to supportself-regulated learning are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/03t2k98j", "frozenauthors": [ { "first_name": "Leanne", "middle_name": "", "last_name": "Ma", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30034/galley/19888/download/" } ] }, { "pk": 30180, "title": "Value-of-Information based Arbitration between Model-based and Model-freeControl", "subtitle": null, "abstract": "There have been numerous attempts in explaining the general learning behaviours using model-based and model-freemethods. While the model-based control is flexible yet computationally expensive in planning, the model-free control isquick but inflexible. Multiple arbitration schemes have been suggested to achieve the data efficiency and computationalefficiency of model-based and model-free control schemes, respectively. In this context, we propose a quantitative ’value-of-information’ based arbitration between both the controllers in order to establish a general computational frameworkfor skill learning. The interacting model-based and model-free reinforcement learning processes are arbitrated using anuncertainty-based value-of-information estimation. We further show that our algorithm performs better than Q-learning aswell as Q-learning with experience replay.", "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/9z50z453", "frozenauthors": [ { "first_name": "Krishn", "middle_name": "", "last_name": "Bera", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" }, { "first_name": "Yash", "middle_name": "", "last_name": "Mandilwar", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" }, { "first_name": "Anuj", "middle_name": "", "last_name": "Shukla", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" }, { "first_name": "Raju", "middle_name": "", "last_name": "BapiIIIT Hyderabad, Hyderabad,", "name_suffix": "", "institution": "International Institute of Information Technology, Hyderabad", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30180/galley/20034/download/" } ] }, { "pk": 29892, "title": "Variation in surface features improves recognition of common magnitude relations", "subtitle": null, "abstract": "An issue in higher-order reasoning is the influence of irrelevant surface (perceptual) features in tasks involving a deep(relational) structure. Many machine learning models use feature vector representations of objects. However, the extent towhich these representations predict or explain human behavior and learning is unclear. A feature vector model facilitatesabstraction and transfer when weights on irrelevant features are minimized and weights on the diagnostic (relational)features are increased. The current study tested whether a feature vector model applies to human behavior in the contextof magnitude relations (line ratio comparison). We systematically varied the degree of surface feature variation whilemaintaining relational structure. We found that, consistent with a feature vector model, participants were more accurateat recognizing common relational structure when surface features differed (t = 4.22, p ¡.001). This approach may bepreferable to a progressive alignment approach to relational magnitude learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9586t9cj", "frozenauthors": [ { "first_name": "Priya", "middle_name": "", "last_name": "Kalra", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Emma", "middle_name": "", "last_name": "Lazaroff", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Percival", "middle_name": "", "last_name": "Matthews", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29892/galley/19746/download/" } ] }, { "pk": 30108, "title": "Verbal labels promote representational alignment even in the absence ofcommunication", "subtitle": null, "abstract": "What affects whether one person represents an item in a similarway to another person? We examined the role of verbal labelsin promoting representational alignment. Three groups ofparticipants sorted novel shapes on perceived similarity. Priorto sorting, participants in two of the groups were pre-exposedto the shapes using a simple visual matching task and in one ofthese groups, shapes were accompanied by one of two novelcategory labels. Exposure with labels led people to representthe shapes in a more categorical way and to increasedalignment between sorters, despite the two categories beingvisually distinct and participants in both pre-exposureconditions receiving identical visual experience of the shapes.Results hint that labels play a role in aligning people's mentalrepresentations, even in the absence of communication.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; labels; alignment; coherence." } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4bn4c2d0", "frozenauthors": [ { "first_name": "Ellise", "middle_name": "", "last_name": "Suffill", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Lupyan", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30108/galley/19962/download/" } ] }, { "pk": 29830, "title": "Vicious Loop? Longitudinal Relations Between Math Anxiety and MathPerformance for Grade 2 and 3 Students", "subtitle": null, "abstract": "Math anxiety is a common correlate of math performance. However, the causal direction of this relation is unclear.Research with young students is limited but critical for determining patterns of development. Students (N = 147) completedmath measures (i.e., number comparison, arithmetic fluency, and math problem solving) and math anxiety assessmentstwice, first in grade 2 (Mage = 7 years:10 months) and then a year later in grade 3. Correlational analysis revealed thatmath anxiety is related only to arithmetic fluency, related to other types of math performance. Cross-lagged analyses wereconducted to evaluate causal relations between math anxiety and arithmetic fluency. These analyses showed that arithmeticfluency in grade 2 predicted change in math anxiety from grade 2 to grade 3, however, math anxiety in grade 2 did notpredict the change in arithmetic fluency from grade 2 to grade 3. These results suggest that math anxiety may be the resultof poor math performance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95s103kp", "frozenauthors": [ { "first_name": "Shujie", "middle_name": "", "last_name": "Song", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Chang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Jo-Anne", "middle_name": "", "last_name": "LeFevre", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Sheri-Lynn", "middle_name": "", "last_name": "Skwarchuk", "name_suffix": "", "institution": "University of Winnipeg", "department": "" }, { "first_name": "Erin", "middle_name": "", "last_name": "Maloney", "name_suffix": "", "institution": "University of Ottawa", "department": "" }, { "first_name": "Helena", "middle_name": "P.", "last_name": "Osana", "name_suffix": "", "institution": "Concordia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29830/galley/19684/download/" } ] }, { "pk": 29896, "title": "Visual Attention and Real-World Decision Making: Sharing Photos on SocialMedia", "subtitle": null, "abstract": "The present study examined the effect of visual attention and personality traits on decision-making in digital environ-ments. Fifty-nine individuals were asked how likely they would be to share 40 distinct memes (photos with superimposedcaptions) on social media while their eye movements were tracked. Results showed that the likelihood of sharing memesincreased as fixation duration to the text of the meme increased; conversely, the likelihood of sharing decreased as visualattention to the image of the meme increased. In addition, agreeableness predicted an increased likelihood of sharingmemes. These results indicate that differences in perceptual processing of digital content and specific personality traitsaffect the likelihood that an individual will share said content on social media platforms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/34f3z48k", "frozenauthors": [ { "first_name": "Shawn", "middle_name": "", "last_name": "Fagan", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Wade", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Kurt", "middle_name": "", "last_name": "Hugenberg", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Apu", "middle_name": "", "last_name": "Kapadia", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Bennett", "middle_name": "", "last_name": "Bertenthal", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29896/galley/19750/download/" } ] }, { "pk": 30125, "title": "Visual Attention during E-Learning: Eye-tracking Shows that Making Salient Areas\nMore Prominent Helps Learning in Online Tutors", "subtitle": null, "abstract": "In this study, we investigate how high- and low-performance\nlearners (N=12) act differently while using a cognitive tutoring\nsystem. We examine three research questions: (1) Can we\npredict learners’ performance using only their visual attention\n(eye movement data)? (2) Can we predict learners’\nperformance from visual attention data and initial\nperformance? (3) Are age, gender, first language, where they\nlook, and the sequence of Areas of Interests (AOIs) significant\nfactors in the learners’ performance? Learners more correctly\nanswer questions taken from larger rather than smaller AOIs.\nOur results show that high-performance learners pay more\nattention to the content that contains answers to later questions.\nSurprisingly, the tutor did not change the learners’ visual\nsearch to a goal-oriented search. Our analyses can help\ninstructional designers create a more productive learning\nexperience because visual search behavior as part of a learner\nmodel with acceptable accuracy in early stages can be used in\nadaptive tutors. Additionally, we trained a classifier on the eye\nmovement data to predict learners’ performance for each\nquestion. Its results provide a list of suggestions for designing\nmore productive learning experiences, such as enticing user\nattention by increasing the size of the content that contains\nanswers and changing the order of contents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "eye-tracking; eye movement data; learner\nmodeling; e-learning; online tutoring system; cognition\nanalysis; visual attention" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/378612v5", "frozenauthors": [ { "first_name": "Farnaz", "middle_name": "", "last_name": "Tehranchi", "name_suffix": "", "institution": "Penn State", "department": "" }, { "first_name": "Frank", "middle_name": "E.", "last_name": "Ritter", "name_suffix": "", "institution": "Penn State", "department": "" }, { "first_name": "Chungil", "middle_name": "", "last_name": "Chae", "name_suffix": "", "institution": "Penn State", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30125/galley/19979/download/" } ] }, { "pk": 29515, "title": "Visual grouping and pragmatic constraints in thegeneration of quantified descriptions", "subtitle": null, "abstract": "Studies suggest that people use the least possible effort to gen-erate natural language descriptions of sets of objects. Thismeans that they base descriptions on what is perceptually avail-able to them. For instance, people can subitize, i.e., rapidlyassess the exact quantity of small numbers of objects, so whenthe quantity of objects in the visual scene is beneath this thresh-old, they give numeric descriptions; when the quantity is abovethis threshold, they generate non-numeric descriptions. How-ever, no research examines how people describe visual scenesof items in groups. As such, it is unclear how people will formdescriptions of scenes that contain a large total number of itemsin groups. We report on a novel experiment designed to in-vestigate how people produce quantified descriptions of scenescomposed of salient visual groups. The results corroborate theleast effort hypothesis, and suggest that people’s incrementalperception of quantity drives their descriptions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "numerical perception; pragmatics; quantified de-scription; subitizing; visual grouping" } ], "section": "Pragmatics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xf6z579", "frozenauthors": [ { "first_name": "Gordon", "middle_name": "", "last_name": "Briggs", "name_suffix": "", "institution": "Navy Center for Applied Research in Artificial Intelligence", "department": "" }, { "first_name": "Hillary", "middle_name": "", "last_name": "Harner", "name_suffix": "", "institution": "Navy Center for Applied Research in Artificial Intelligence", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "Navy Center for Applied Research in Artificial Intelligence", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29515/galley/19375/download/" } ] }, { "pk": 30075, "title": "Visual Quality and Lexical Quality Reduce Readers Reliance on Sentence Contextfor Word Recognition", "subtitle": null, "abstract": "Readers use predictions about upcoming words to facilitate word recognition, particularly when the visual input is degraded(e.g., viewed in parafoveal vision; Staub & Goddard, 2019) or when the reader has poor lexical quality (Hersch & Andrews,2012). To test how these factors interact participants, who were assessed for spelling ability, made a two-alternative forced-choice regarding one letter, which differentiated the target from an orthographic neighbor (e.g., worm was followed byW or D?). The target was presented either in foveal or parafoveal vision and was preceded by a sentence contextthat made (1) the target predictable, (2) the neighbor predictable, or (3) neither predictable. We found that worse spellersrelied on sentence context in both foveal and parafoveal vision whereas better spellers only relied on context in parafovealvision, suggesting that both visual quality and lexical quality affect reliance on sentence context to identify words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/81x7g3z3", "frozenauthors": [ { "first_name": "Alex", "middle_name": "", "last_name": "Sciuto", "name_suffix": "", "institution": "University of South Florida", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Milligan", "name_suffix": "", "institution": "University of South Florida", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Schotter", "name_suffix": "", "institution": "University of South Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30075/galley/19929/download/" } ] }, { "pk": 29789, "title": "Visual Statistical Learning Is Facilitated in Zipfian Distributions", "subtitle": null, "abstract": "Humans can extract co-occurrence regularities from their environment, and use them for learning. This statistical learningability (SL) has been studied extensively. However, almost all SL studies present the regularities to be learned in uniformfrequency distributions (each unit appears equally often). In contrast, real-world learning environments, including thewords children hear and the objects they see, are not uniform, and consequently more predictable than lab-based ones.Recent research shows that word segmentation in children and adults is facilitated after exposure to a Zipfian distribution.Here, we ask if this effect is domain-general by testing children and adults on a visual SL task. Both children and adultsperformed better in the Zipfian distribution compared to the uniform one, overall, and for low-frequency triplets. Theseresults illustrate the impact of distribution predictability on learning across modality and age, and point to the possiblelearnability advantage of skewed distributions in the real-world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9wh187qg", "frozenauthors": [ { "first_name": "Ori", "middle_name": "", "last_name": "Lavi-Rotbain", "name_suffix": "", "institution": "The Hebrew University", "department": "" }, { "first_name": "Inbal", "middle_name": "", "last_name": "Arnon", "name_suffix": "", "institution": "The Hebrew University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29789/galley/19643/download/" } ] }, { "pk": 29682, "title": "Vowel raising in Bengali inflectional morphology: Interactions of orthography andphonology", "subtitle": null, "abstract": "We investigate the processing of inflected verbs in Bengali. The word forms involve an interaction of orthography andphonology: the 1st Person singular is formed from the 3rd Person by adding the suffix /-i/. For stem vowels [, e, , o]this causes the stem vowel to be raised. For [e, o] this is reflected orthographically, but not for [,]. We examine thisin a cross-modal priming study and an eye tracking task where an auditory first-syllable fragment is matched to eitherthe 1st or 3rd Person visual form. We show that orthography plays an important role, with mismatching forms beingless effective as primes, and fragment completion being easier for patterns with different orthography. For words withno orthographic difference, manual responses to fragment completion were at chance, but eye tracking revealed distinctmatch vs. mismatch processing. We discuss implications for roles of orthography and phonology in lexical access.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/529328m7", "frozenauthors": [ { "first_name": "Nadja", "middle_name": "", "last_name": "Althaus", "name_suffix": "", "institution": "University of East Anglia", "department": "" }, { "first_name": "Sandra", "middle_name": "", "last_name": "Kotzorv", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Aditi", "middle_name": "", "last_name": "Lahiri", "name_suffix": "", "institution": "University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29682/galley/19539/download/" } ] }, { "pk": 29616, "title": "“We Need to Start Thinking Ahead”:The Impact of Social Context on Linguistic Norm Adherence", "subtitle": null, "abstract": "Human dialogue is governed by communicative norms thatspeakers are expected to follow in order to be viewed as coop-erative dialogue partners. Accordingly, for language-capableautonomous agents to be effective human teammates they mustbe able to understand and generate language that complieswith those norms. Moreover, these linguistic norms are highlycontext sensitive, requiring autonomous agents to be able tomodel the contextual factors that dictate when and how thosenorms are applied. In this work, we consider three key lin-guistic norms (directness, brevity, and politeness), and exam-ine the extent to which adherence to these norms varies underchanges to three key contextual factors (potential for harm, in-terlocutor authority, and time pressure). Our results, based ona human-subject study involving 5,642 human utterances, pro-vide strong evidence that speakers do indeed vary their adher-ence to these norms under changes to these contextual factors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Learning Human Values and Preferences; Linguis-tic Norms; Human-Robot Interaction" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02335883", "frozenauthors": [ { "first_name": "Jane", "middle_name": "", "last_name": "Lockshin", "name_suffix": "", "institution": "MIRRORLab", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "MIRRORLab", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29616/galley/19475/download/" } ] }, { "pk": 29650, "title": "WG-A: A Framework for Exploring Analogical Generalization andArgumentation", "subtitle": null, "abstract": "Reasoning about analogical arguments is known to be subjectto a variety of cognitive biases, and a lack of clarity aboutwhich factors can be considered strengths or weaknesses ofan analogical argument. This can make it difficult both to de-sign empirical experiments to study how people reason aboutanalogical arguments, and to develop scalable tutoring toolsfor teaching how to reason and analyze analogical arguments.To address these concerns, we describe WG-A (Warrant Game— Analogy), a framework for people to analyze analogical ar-guments based on Bartha’s (2010) Articulation Model of ana-logical argumentation. We carry out two experiments designedto probe WG-A’s effectiveness in improving participants’ abil-ity to reason about analogical arguments and argumentation ingeneral, and argue that WG-A is a promising approach, thoughit is in need of further development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "analogy; reasoning; generalization; arguments; ar-gumentation; argument analysis; critical thinking" } ], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74f3316j", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Cooper", "name_suffix": "", "institution": "Department of Philosophy", "department": "" }, { "first_name": "Lindsay", "middle_name": "", "last_name": "Fields", "name_suffix": "", "institution": "University of South Florida", "department": "" }, { "first_name": "Marc", "middle_name": "Gabriel", "last_name": "Badilla", "name_suffix": "", "institution": "University of South Florida", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Licato", "name_suffix": "", "institution": "University of South Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29650/galley/19508/download/" } ] }, { "pk": 30045, "title": "What counts as seeing? Young childrens understanding of perceptual reports", "subtitle": null, "abstract": "Young children can reason about direct and indirect visual information, but fully mapping this understanding to linguisticforms encoding the two knowledge sources appears to come later in development. In English, perception verbs with smallclause complements (I saw something happen) report direct perception of an event, while perception verbs with sententialcomplements (I saw that something happened) can report inferences about an event. In two experiments, we explore when4-9-year-old English-speaking children have linked the conceptual distinction between direct perception and inferenceto different complements expressing this distinction. We find that unlike older children or adults, 4-6-year-olds do notrecognize that see with a sentential complement can report visually-based inference, even when syntactic and contextualcues make inference interpretations highly salient. Until around age seven, children are still learning the syntax andsemantics of perception verbs like see and how distinct syntactic forms encode different kinds of perceptual experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dq6q8pt", "frozenauthors": [ { "first_name": "Emory", "middle_name": "", "last_name": "Davis", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Landau", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30045/galley/19899/download/" } ] }, { "pk": 29351, "title": "What determines the learned predictiveness effect?Separating cue-outcome correlation from choice relevance", "subtitle": null, "abstract": "Evidence from a variety of learning tasks suggests that cuesthat are more predictive of an outcome attract greater attentionand are learned about more effectively in subsequent tasks. Wetested whether this learned predictiveness effect is due to theobjective strength of the cue-outcome association (cue-outcome correlation), or the degree to which the cue isinformative for making the correct choice on each trial (choicerelevance), by manipulating the possible outcome choicesavailable on each trial. Experiment 1 compared two sets of cuesthat were equally (and imperfectly) correlated with outcomesand showed learning biases in favor of the set of cues that hadinitially been more relevant for choices made on each trial.Experiment 2 used a more conventional learned predictivenessdesign in which the cue-outcome correlation was stronger forone set of cues (perfect predictors) than the other set (imperfectpredictors). However, here we manipulated whether or not theimperfect predictors could be used to make a correct choice,and thus whether the imperfect predictors possessed choicerelevance that was equal to or less than the perfect predictors.In this case, we found no evidence that the relevancemanipulation made any difference; learning biases towards theperfect predictor were evident regardless. The results suggestthat both cue-outcome correlation and choice relevance canlead to changes in associability and learning biases; both wereindividually sufficient but neither were necessary.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; associative learning; learnedpredictiveness; associability; choice relevance" } ], "section": "Choices and Decisions", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zw807bh", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "C.", "last_name": "Lee", "name_suffix": "", "institution": "University of New South Wales SydneyKensington", "department": "" }, { "first_name": "Justine", "middle_name": "K.", "last_name": "Greenaway", "name_suffix": "", "institution": "University of Sydney", "department": "" }, { "first_name": "Evan", "middle_name": "J.", "last_name": "Livesey", "name_suffix": "", "institution": "University of Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29351/galley/19212/download/" } ] }, { "pk": 29773, "title": "What Do Computers Know About Semantics Anyway? Testing DistributionalSemantics Models Against a Broad Range of Relatedness Ratings", "subtitle": null, "abstract": "Distributional Semantics Models (DSMs) are a primary method for distilling semantic information from corpora. However,a key question remains: What types of semantic relations do DSMs detect? Prior work has addressed this question using alimited set of ratings that typically are either amorphous (association norms) or restricted to semantic similarity (SimLex,SimVerb). We tested four DSMs (SkipGram, CBOW, GloVe, PPMI) using multiple hyperparameters on a theoretically-motivated, rich set of relations involving words from multiple syntactic classes spanning the abstract-concrete continuum(21 sets of ratings). Results show wide variation in the DSMs’ ability to account for the ratings, and that hyperparametertuning buys comparatively little for improving correlations. For CBOW and SkipGram, we included word and contextembeddings. For SkipGram, there was a marked improvement in simulating the human data by averaging them. Ourresults yield important insights into the types of semantic relations that are captured by DSMs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7wk2v27v", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Brown", "name_suffix": "", "institution": "Oregon State University", "department": "" }, { "first_name": "Eiling", "middle_name": "", "last_name": "Yee", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Elliot", "middle_name": "", "last_name": "Saltzman", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Magnuson", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Ken", "middle_name": "", "last_name": "McRae", "name_suffix": "", "institution": "University of Western Ontario", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29773/galley/19627/download/" } ] }, { "pk": 30106, "title": "What else could happen? Two-, three-, and four-year-olds use variabilityinformation to infer novel causal outcomes", "subtitle": null, "abstract": "Young children rapidly infer causal relations by trackingcontingencies between causes and their effects, and cangeneralize these rules to novel instances of the same cause.However, this is distinct from the ability to make inferencesabout whether a particular cause is likely to produce noveleffects. Here, we investigate the development of two-, three-,and four-year-olds’ ability to recognize and use informationabout a cause’s variability to make predictions about othernovel outcomes it might produce. Experiment 1 finds thatchildren as young as two years of age infer that a cause thathas produced variable, rather than deterministic outcomes ismore likely to produce a novel, previously unobserved effect.Experiment 2 finds that four-year-olds, but not two- andthree-year-olds, infer that a higher variability cause is morelikely to produce a novel outcome than a lower variabilitycause.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; causal reasoning;inference; probability; variability; causal intervention" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k443888", "frozenauthors": [ { "first_name": "Mariel", "middle_name": "K.", "last_name": "Goddu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Trisha", "middle_name": "", "last_name": "Katz", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Caren", "middle_name": "M.", "last_name": "Walker", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30106/galley/19960/download/" } ] }, { "pk": 30001, "title": "What Gives a Diagnostic Label Value? Common Use Over Informativeness", "subtitle": null, "abstract": "A labels entrenchment, its degree of use by members of a community, affects its perceived explanatory value even ifthe label provides no substantive information (Hemmatian & Sloman, 2018). Here we show that entrenched psychiatricand non-psychiatric diagnostic labels are seen by laypersons and mental health professionals as better explanations evenif circular. This preference is not attributable to conversational norms, reflectiveness or attentiveness, and the recipientsunfamiliarity with the label. In Experiment 1, whether a label provided novel symptom information had no impact onlaypersons’ responses, while its entrenchment enhanced ratings of explanation quality. The effect persisted in Experiment2 for incoherent random categories and regardless of provided mechanistic information. The entrenchment manipula-tion induced causal beliefs about the category even when respondents were informed that no causal relation exists. Wereplicate the effect in Experiment 3 with mental health professionals despite a marked tendency to find all uninformativeexplanations unsatisfactory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mp3h9z0", "frozenauthors": [ { "first_name": "Babak", "middle_name": "", "last_name": "Hemmatian", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Sze-Yu", "middle_name": "", "last_name": "Chan", "name_suffix": "", "institution": "Peking University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Sloman", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30001/galley/19855/download/" } ] }, { "pk": 29611, "title": "What I Like Is What I Remember: Memory Modulation and Preferential Choice", "subtitle": null, "abstract": "Memory is a crucial component of everyday decision making, yet little is known about how memory and choice processesinteract, and whether or not established memory regularities persist during memory-based decision making. In this paper,we introduce a novel experimental paradigm to study the differences between memory processes at play in standard listrecall versus in preferential choice. Using computational memory models, fit to data from two pre-registered experiments,we find that some established memory regularities (primacy, recency, semantic clustering) emerge in preferential choice,whereas others (temporal clustering) are significantly weakened relative to standard list recall. Notably, decision-relevantfeatures, such as item desirability, play a stronger role in guiding retrieval in choice. Our results suggest memory processesdiffer across preferential choice and standard memory tasks, and that choice modulates memory by differentially activatingdecision-relevant features such as what we like.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 1", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/14r311jw", "frozenauthors": [ { "first_name": "Ada", "middle_name": "", "last_name": "Aka", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29611/galley/19470/download/" } ] }, { "pk": 29964, "title": "What is a Choice in Reinforcement Learning?", "subtitle": null, "abstract": "n reinforcement learning (RL) experiments, participantslearn to associate stimuli with rewarding responses. RLmodels capture such learning by estimating stimulus-responsevalues. But what is a response? RL algorithms can model anyresponse type, whether it is a basic motor action (e.g. pressinga key), or a more abstract, non-motor choice (e.g. selectingpizza at the restaurant). Are these different responses learnedthe same way? In this study, we examine differences betweenlearning a rewarding association between (1) a stimulus and amotor action and (2) two stimuli. We show that learningdiffers between these two conditions, contrary to the commonimplicit assumption that response type does not matter.Specifically, participants were slower and less accurate inlearning to select a rewarding stimulus. Using computationalmodeling, we show that the values of motor actions interferedwith the values of stimulus responses, resulting in moreincorrect choices in the latter condition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reinforcement learning; computational modeling;credit assignment; decision-making." } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7f27m7dv", "frozenauthors": [ { "first_name": "Milena", "middle_name": "", "last_name": "Rmus", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Anne", "middle_name": "G. E.", "last_name": "Collins", "name_suffix": "", "institution": "University of California, Berkeley, Helen Wills Neuroscience Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29964/galley/19818/download/" } ] }, { "pk": 29744, "title": "What is an extreme outcome in risky choice?", "subtitle": null, "abstract": "Numerous experiments have suggested that extreme outcomesare disproportionately influential when we make decisions in-volving risk, but there is less consensus on what it actuallymeans to be extreme. Existing accounts broadly fall into twocategories: those that suggest that the best and worst outcomesare uniquely influential and those that suggest that outcomesbecome more influential with increasing deviation from thecentre of the distribution. We conducted two experiments thataimed to tease apart these explanations. Although there wassome evidence that the distance from the centre influencesmemory, neither account was able to fully explain the choicesmade by participants. This finding has implications for the vi-ability of these explanations as well as for the generalisabilityof the effect and the interpretation of the method used to assessmemory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision-making; extreme-outcome effect; peak-end rule; memory; risky choice" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3ks4003d", "frozenauthors": [ { "first_name": "Joel", "middle_name": "", "last_name": "Holwerda", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Ben", "middle_name": "R.", "last_name": "Newell", "name_suffix": "", "institution": "University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29744/galley/19600/download/" } ] }, { "pk": 29754, "title": "What is Represented in Memory after Statistical Learning?", "subtitle": null, "abstract": "Statistical learning is a powerful mechanism that allows us torapidly extract structure from the environment. However,nuances of what structure is extracted—for example, whetherreliable groups are stored without knowledge of theirconstituent item order—are not well understood, leaving uswith open questions about how this mechanism supportsbehaviour. Here, we extend prior work on the representation ofstatistical structure by asking what specific aspects of structurematter for memory judgments. We consider three candidatesfor memory representation: transitional probability, order-independent group information, and position tags. Participantswatched a stream of shape triplets and then completed arecognition memory test designed to isolate contributions oftransitional probability, group, and position. We demonstratethat although memory for transitions alone would be sufficientfor knowledge of triplets, participants showed evidence ofrepresenting both transitional probability and group. Our datahighlight statistical learning as a mechanism enablinggeneralization across experiences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Statistical Learning; Memory" } ], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/992264pd", "frozenauthors": [ { "first_name": "Tess", "middle_name": "Allegra", "last_name": "Forest", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Amy", "middle_name": "S.", "last_name": "Finn", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Margaret", "middle_name": "L.", "last_name": "Schlichting", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29754/galley/19609/download/" } ] }, { "pk": 30182, "title": "What is the Influence of Scale Format? A Study on the Likert and VisualAnalogue Scale", "subtitle": null, "abstract": "Scales are widely used to evaluate subjective dimensions in questionnaires. Two main formats are used: Likert scalesand Visual Analogue Scales (VAS). Previous studies have shown mixed results regarding which format to favor. The aimof the current study is to compare formats and presentation types for each type of scale. 658 participants participated inthe study and completed a trust scale. Several characteristics of scales (e.g., valence of anchors) were explored, and 11formats of scales were compared. The results show that participants’ responses were different according to the type ofscale (i.e., Likert or VAS), the initial cursor’s position in the VAS, and the anchors’ valence in the VAS. Differences interms of reliability were found between VAS formats and the number of categories in Likert scales. These findings suggestthat the scale format is crucial and may influence data collection as well as suggesting related conclusions.", "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/0439h36t", "frozenauthors": [ { "first_name": "Salom", "middle_name": "", "last_name": "Cojean", "name_suffix": "", "institution": "Universit d’Angers", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "b¡¿com", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Ragot", "name_suffix": "", "institution": "b¡¿com", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30182/galley/20036/download/" } ] }, { "pk": 29878, "title": "What matters? The effect of individual political ideology on spoken genderstereotype comprehension", "subtitle": null, "abstract": "When people hear ’The babysitter/ put on a TV show/ for the kids/ because he/ needed to use/ the washroom’, the maleidentity of the subject clashes with the stereotypical expectation of babysitters as female, rendering the pronoun he moredifficult to process than she. We asked whether participants political views would modulate listening times to pronounscongruent/incongruent with stereotyped role nouns in spoken sentences.74 English speaking participants listened to sentences with female/male stereotypes in segments and pushed the spacebarto proceed; these reaction times were recorded. Correlating the results with scores from a Political Ideology questionnaireusing Generalized Additive Models, we found slower reaction times with incongruent pronouns on the segment followingthe pronoun (p¡.005). More interestingly, we found an interaction between participants political ideology scores andpronoun congruence on this segment: participants who were higher in Conservatism showed longer reaction times toincongruent pronouns (p¡ .0001).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/29p3m62m", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Hammond-Thrasher", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Kaidi", "middle_name": "", "last_name": "Lo", "name_suffix": "", "institution": "University of Tartu", "department": "" }, { "first_name": "Juhani", "middle_name": "", "last_name": "Jrvikivi", "name_suffix": "", "institution": "University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29878/galley/19732/download/" } ] }, { "pk": 29967, "title": "What remains of ”belief bias” once we generalise logic to probabilities?", "subtitle": null, "abstract": "A key phenomenon in the psychology of reasoning is belief bias, a tendency to accept the conclusion of an argument basedon whether it is believable, regardless of logical status. The traditional notion of belief bias assumes a contrast betweenlogic and beliefs: we are either logical, or we are biased away from logic by our beliefs. But this contrast is unnecessaryin probabilistic theories of reasoning that generalise logic to cover uncertain degrees of belief. An experiment examinedwhether reasoners inferences about conditional syllogisms conform to principles of probabilistic coherence and whetherthis was affected by the believability of argument premises. Inferences for a majority of syllogisms showed above-chancecoherence regardless of the believability of argument premises. When deviations from coherence did occur these mostoften reflected underconfidence in arguments with unbelievable premises. These results show that positing two distinctreasoning processes is not necessary to explain belief bias.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/31z262tp", "frozenauthors": [ { "first_name": "Nicole", "middle_name": "", "last_name": "Cruz", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "Brett", "middle_name": "", "last_name": "Hayes", "name_suffix": "", "institution": "University of New South Wales", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Dunn", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Stephens", "name_suffix": "", "institution": "University of Adelaide", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29967/galley/19821/download/" } ] }, { "pk": 30059, "title": "What you didn’t see:Prevention and generation in continuous time causal induction", "subtitle": null, "abstract": "How do people use temporal information to make causal judg-ments? A number of studies have investigated the role of timein inferring generative causal structure, while few have exam-ined prevention. Here, we focus on a challenging task in whichparticipants learn the structure of several causal “devices” bywatching the devices’ patterns of activation over time. Eachdevice potentially includes both generative (producing an acti-vation of its effect) and preventative (blocking any effect acti-vations within a short time window) causal relationships. Weexamine judgment patterns through the lens of a normativemodel which incorporates actual causation with considerationsof prevention. We contrast this with a more computationallytractable feature-based approximation. Participants’ perfor-mance was substantially above chance in all conditions. Themajority of participants’ causal judgments were best fit by thefeature-based approximation based on delay and count heuris-tic cues.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal learning; time; prevention; structure induc-tion; Bayesian modelling" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9pg363n6", "frozenauthors": [ { "first_name": "Tianwei", "middle_name": "", "last_name": "Gong", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Neil", "middle_name": "R.", "last_name": "Bramley", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/30059/galley/19913/download/" } ] }, { "pk": 29532, "title": "When and how do toddlers in rural Western Kenya understand the referentialnature of pictures?", "subtitle": null, "abstract": "Humans possess a remarkable capacity to create and understand abstract representations, such as pictures. U.S. 18-month-olds understand that pictures refer to objects; however, less is known about how this understanding develops. We testthe hypothesis that understanding the representational nature of pictures requires frequent experience with pictures, byworking with rural Kenyan toddlers with few visual symbols in their early environments.We taught rural Kenyan toddlers a novel word (dax) for a picture of a novel object. We then presented the picture and theobject to toddlers and asked them to point to the dax, reasoning that toddlers would select the object if they understoodthat pictures are representations of objects.Surprisingly, only half the sample learned the novel word. Moreover, the toddlers who learned the word selected be-tween the picture and object randomly. We discuss follow-up studies to continue exploring the development of pictorialcompetence across early 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/98g956n0", "frozenauthors": [ { "first_name": "Rebecca", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Helen", "middle_name": "", "last_name": "Pitchik", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Lia", "middle_name": "", "last_name": "Fernald", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29532/galley/19392/download/" } ] }, { "pk": 29877, "title": "When do labels facilitate category learning in adults? The role of visual categorystructure", "subtitle": null, "abstract": "Adults category learning is accelerated by redundant verbal labels (Lupyan et al., 2007). However, it is an open questionhow category representations are affected by labeling. Here, we presented subjects with a learning task that involvedseparating sine wave gratings of differing spatial frequency and orientation into two categories. Categories of easy, mediumand difficult separability were constructed. Participants (N=128) either received only feedback sounds during training, orheard verbal labels in addition. Growth curve analysis (Mirman, 2014) was used, fitting 2nd order polynomials to the dataacross the learning phase. In addition to main effects of difficulty on intercepts and the linear time term, the best-fittingmodel showed an effect of labeling on the linear time term, with steeper learning curves in conditions with labeling. Therewas no interaction of labeling and difficulty, indicating that the impact of labeling is similar across the types of categoriesused here.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Session 2", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2xv8g0m2", "frozenauthors": [ { "first_name": "Nadja", "middle_name": "", "last_name": "Althaus", "name_suffix": "", "institution": "University of East Anglia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29877/galley/19731/download/" } ] }, { "pk": 29463, "title": "When Generic Language does not Promote Psychological Essentialism", "subtitle": null, "abstract": "Generic language (e.g., “Women are nurturing”; “Women donot like math”) is prominent in child-directed speech, and hasbeen shown to promote essentialist beliefs about the relevantkind, supporting stereotyping and prejudice. Here weinvestigate a theoretically-motivated intervention to break thelink between generics and essentialist assumptions. In a studywith 223 3-8-year-old children who learned about novel socialgroups from generic language, we demonstrate that a structuralconstrual of generics (attributing the category-propertyassociation to stable external constraints) mitigates essentialistassumptions about social categories. We discuss practicalapplications for reducing stereotype endorsement, andtheoretical implications regarding the meaning of genericlanguage and the development of social kind representations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "generic language" }, { "word": "structural explanation" }, { "word": "psychological essentialism" }, { "word": "social categories" } ], "section": "Language and Uncertainty", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6x85s4nt", "frozenauthors": [ { "first_name": "Nadya", "middle_name": "", "last_name": "Vasilyeva", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29463/galley/19323/download/" } ] }, { "pk": 29988, "title": "When in Rome, do as Bayesians do:\nStatistical learning and parochial norms", "subtitle": null, "abstract": "It’s a familiar point in anthropology that many norms are\nparochial, meaning they apply to people in certain groups (e.g.,\none’s ingroup) and not to others (e.g., one’s outgroup). One\nexplanation for such parochialism is that people are just\ninnately biased against outsiders. But it’s also possible that,\ngiven the evidence, people infer the parochiality of norms in\nstatistically appropriate ways. This paper uses a Bayesian\nlearning framework to investigate inferences of normative\nscope both experimentally and computationally. An\nexperiment in which adult participants (n = 480) viewed\nsample violations of a novel rule among novel groups reveals\nthat both sensitivity to statistical evidence and prior knowledge\nof relevant social categories are integral to computations of\nnormative scope. In tandem with the experimental results,\ncomputational analysis supports the notion that degree of prior\ninclusivity bias (i.e., an expectation that a norm will be broad,\nrather than narrow, in scope) is another key factor. Together,\nthese novel insights raise intriguing possibilities for integrating\nperspectives on norms research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "statistical learning" }, { "word": "Norms" }, { "word": "moral psychology" }, { "word": "Bayesian inference" }, { "word": "Computational Modeling" } ], "section": "Poster Session 3", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5961c9qt", "frozenauthors": [ { "first_name": "Scott", "middle_name": "", "last_name": "Partington", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Shaun", "middle_name": "", "last_name": "Nichols", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Tamar", "middle_name": "", "last_name": "Kushnir", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2020-01-01T19:00:00+01:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29988/galley/19842/download/" } ] } ] }