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{ "count": 38493, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=15200", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=15000", "results": [ { "pk": 28456, "title": "An Insight into Language: Investigating Lexical and Morphological Effects in\nCompound Remote Associate Problem Solving", "subtitle": null, "abstract": "Understanding the processes leading to insight has remained\none of psychology’s greatest challenges. In this study, we\nexamined how different lexical properties affect cognitive\nprocesses involved in a popular class of insight problems:\nCompound Remote Associates (CRAs). These properties were\nfamiliarity, lexeme meaning dominance, and semantic\ntransparency. We found that a higher proportion of problems\nwere solved when they were presented beginning with the most\nfamiliar cues, but not when they began with right-headed\ndominant or the most semantically transparent cues. Further,\nwe found that participants focused their efforts\ndisproportionately on first and last cues, that subjective ratings\nof insight decreased as trial times elapsed, and that the\nmagnitude of reported insight increased with the number of\ncues successfully solved. This suggests that participants can\nmonitor their progress in such problems. These results contest\nlongstanding assumptions of requisite periods of impasse and\nthe absence of incremental progress in insightful problem\nsolving.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "compound remote associates; insight; language\nand thought; problem solving" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6d03n6dn", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "H.", "last_name": "Bower", "name_suffix": "", "institution": "University of California", "department": "" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Burton", "name_suffix": "", "institution": "University of California", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Steyvers", "name_suffix": "", "institution": "University of California", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Batchelder", "name_suffix": "", "institution": "University of California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28456/galley/18327/download/" } ] }, { "pk": 28596, "title": "An Integrated Trial-Level Performance Measure:Combining Accuracy and RT to Express Performance During Learning", "subtitle": null, "abstract": "Memory researchers have studied learning behavior andextracted regularities describing learning and forgetting overtime. Early work revealed forgetting curves and the benefitsof temporal spacing and testing for learning. Computationalmodels formally implemented these regularities to capturerelevant trends over time. As these models improved, theywere applied to adaptive learning contexts, where learningprofiles could be identified from responses to past learningevents to predict and improve future performance. Often times,past performance is expressed as accuracy alone. Here weexplore whether a model’s predictions can be improved ifpast performance is expressed by an integrated measure thatcombines accuracy and response times (RT). We present asimple, data-driven method to combine accuracy and RT on atrial-by-trial basis. This research demonstrates that predictionsmade using the Predictive Performance Equation improvewhen past performance is expressed as an integrated measurerather than accuracy alone.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Learning; forgetting; cognitive model; accuracy;response time; integrated measure" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sz0g314", "frozenauthors": [ { "first_name": "Florian", "middle_name": "", "last_name": "Sense", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Tiffany", "middle_name": "", "last_name": "Jastrzembski", "name_suffix": "", "institution": "Wright-Patterson Air Force Base", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Krusmark", "name_suffix": "", "institution": "Wright-Patterson Air Force Base", "department": "" }, { "first_name": "Siera", "middle_name": "", "last_name": "Martinez", "name_suffix": "", "institution": "Wright-Patterson Air Force Base", "department": "" }, { "first_name": "Hedderik", "middle_name": "", "last_name": "van Rijn", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28596/galley/18467/download/" } ] }, { "pk": 29212, "title": "An Investigation on the Relationships Among Social Cognition Processes byEye-Tracking Techniques", "subtitle": null, "abstract": "The present study integrates four primary social cognition processes Joint Attention(JA), Intention Detection(ID), Per-spective Taking(PT), and Social Reference(SR) into lively comic scenarios in order to disentangle their relationships andpossible one-to-one connections. By using eye-tracking technique, gaze patterns in terms of Total Fixation Durationwere considered as indexes to examine the hypotheses. It is found that PT is positively correlated with JA, ID, and SRwhereas JA is positively correlated with ID and PT. As a criteria-related validation, the scores of Geneva Social CognitionScale(GeSoCS) were used to delineate the gaze performance. Participants with higher score in GeSoCS showed differenteye-movement patterns to those with lower score, indicating the pattern of eye movements could be a reliable indicatorof social cognition status. Moreover, the correlations revealed in the present study suggest that close connections existbetween social cognition processes and eye gaze scanning toward pictorial scenarios.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55r1d4mp", "frozenauthors": [ { "first_name": "Pei-Ling", "middle_name": "", "last_name": "Kuo", "name_suffix": "", "institution": "College of Social Science", "department": "" }, { "first_name": "Ting", "middle_name": "Yun", "last_name": "Chen", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Ting-Hsuan", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Shiau-Wen", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Mingzhe", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Jon-Fan", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29212/galley/19083/download/" } ] }, { "pk": 28738, "title": "An Ontology of Decision Models", "subtitle": null, "abstract": "Decision models are formal algorithms that are used to represent decision processes and predict choice across a wide rangeof disciplines. These models are often highly complex, which makes it difficult to understand the relationships betweendifferent models, the unique features of individual models and, in turn, the fundamental properties of choice behaviorcaptured by these models. We address this issue in a large-scale computational analysis that uses parameter bootstrappingcross-fitting techniques to derive pairwise measures of decision model distances. Our analysis includes over 80 prominentmodels of risky and intertemporal choice, and results in an ontology of decision models, with data-driven model clustersand hierarchies that synthesize over seven decades of quantitative research on human choice behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ps0n23q", "frozenauthors": [ { "first_name": "Lisheng", "middle_name": "", "last_name": "He", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Wenjia", "middle_name": "Joyce", "last_name": "Zhao", "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": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28738/galley/18609/download/" } ] }, { "pk": 28932, "title": "A perspective-change based account of creativity evaluation:An investigation in simile assessments", "subtitle": null, "abstract": "Why do people experience something as creative? We proposea perspective-change based account of creativity evaluation.Drawing upon structure mapping theory (Gentner, 1983), weshow that people evaluate a simile to be creative when theyspontaneously (Study 1) or are induced (Study 2) to experiencea change in perspective. This account further predicts thatpeople are unlikely to find a simile creative if they are unableto form a working perspective, as is in the case of anomalies.In addition, a simile is unlikely to be evaluated as creative whenpeople’s initial perspectives are sufficient to interpret thesimile, as in the case of literal statements. We further show thatrepeated use of the same perspective suppresses the experienceof perspective change and thus reduces creativity perception(Study 3).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "creativity evaluation; analogy; simile; perspective-change; structure mapping theory" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sd0d3hv", "frozenauthors": [ { "first_name": "Shiyu", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" }, { "first_name": "Jeffrey", "middle_name": "", "last_name": "Loewenstein", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28932/galley/18803/download/" } ] }, { "pk": 28820, "title": "A Picture is Worth 7.17 Words: Learning Categories from Examples andDefinitions", "subtitle": null, "abstract": "Both examples and verbal explanations play an important rolein learning new concepts and categories. At the same time,learning from verbal explanations is not accounted for in mostcategory learning models, and is not studied in the traditionalcategory learning paradigm. We propose a rational categorycommunication model that formally describes the process ofcommunicating a category structure using both verbal expla-nations and visual examples in a pedagogical setting. We buildour model based on the assumption that verbal instructions arebest suited for communication of crude constraints on a cat-egory structure, while exemplars complement it by providingmeans for finer adjustments. Our empirical study demonstratesthat verbal communication is indeed more robust to changesin stimuli dimensionality, but that its efficiency is adverselyaffected when distinguishing between categories requires per-ceptual precision. Communicating through examples has a re-versed pattern. We hope that both the proposed experimentalparadigm and the computational model would facilitate furtherresearch into the relative roles of verbal and exemplar commu-nication in category learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorization; category learning; computationalmodelling; communication efficiency; communication chan-nels" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/97k296tt", "frozenauthors": [ { "first_name": "Arseny", "middle_name": "", "last_name": "Moskvichev", "name_suffix": "", "institution": "University of California, Irvine", "department": "" }, { "first_name": "Roman", "middle_name": "", "last_name": "Tikhonov", "name_suffix": "", "institution": "National Research University Higher School of Economics,", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Steyvers", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28820/galley/18691/download/" } ] }, { "pk": 28851, "title": "A Piecemeal Processing Strategy Model for Causal-Based Categorization", "subtitle": null, "abstract": "Over the last 20 years, causal-model theory has produced muchknowledge about causal-based categorization. However, per-sistent violations to the normative causal-model theory areprevalent. In particular, violations to the Markov conditionhave been repeatedly found. These violations have receiveddifferent explanations. Here, we develop a model that startsfrom generally accepted cognitive phenomena (e.g., process-ing limitations, the relevance of inference in cognitive process-ing) and assumes that people are not fully causal nor fully asso-ciative when performing causal-based categorization, offeringa new explanation for Markov violations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal-based categorization; causal-model theory;causal inference; Markov condition" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41b2h1j7", "frozenauthors": [ { "first_name": "Guillermo", "middle_name": "", "last_name": "Puebla", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Sergio", "middle_name": "E.", "last_name": "Chaigneau", "name_suffix": "", "institution": "Universidad Adolfo Ib ́a ̃nez", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28851/galley/18722/download/" } ] }, { "pk": 28558, "title": "Applying Deep Language Understanding to Open Text:Lessons Learned", "subtitle": null, "abstract": "Human-level natural language understanding (NLU) of opentext is far beyond the current state of the art. In practice, ifdeep NLU is attempted at all, it is within narrow domains. Wereport a program of R&D on cognitively modeled NLU thatworks toward depth and breadth of processing simultaneous-ly. The current contribution describes lessons learned – scien-tifically and methodologically – from an exercise in applyingdeep NLU to open-domain texts. An overarching lesson wasthat although learning to compute sentence-level semanticsseems like a natural step toward computing full, context-sensitive, semantic and pragmatic meaning, corpus evidenceunderscores just how infrequently semantics can be cleanlyseparated from pragmatics. We conclude that a more compre-hensive methodology for automatic example selection and re-sult validation is needed as prerequisite for success in devel-oping NLU applications operating on open text.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "natural language understanding; cognitive model-ing; language-endowed intelligent agents" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7th0w0q8", "frozenauthors": [ { "first_name": "Marjorie", "middle_name": "", "last_name": "McShane", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Stephen", "middle_name": "", "last_name": "Beale", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Irene", "middle_name": "", "last_name": "Nirenburg", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28558/galley/18429/download/" } ] }, { "pk": 28904, "title": "Applying the Visual World Paradigm in the Investigation of Preschoolers’ OnlineReference Processing in a Continuous Discourse", "subtitle": null, "abstract": "Using a novel adaptation of the visual world eye-trackingparadigm we investigated children’s and adults’ onlineprocessing of reference in a naturalistic language context.Participants listened to a 5-minute long storybook whilewearing eye-tracking glasses. The gaze data were analyzedrelative to the onset of referring expressions (i.e., full nounphrases (NPs) and pronouns) that were mentionedthroughout the story. We found that following the mentionof a referring expression there was an increase in theproportion of looks to the intended referent for both childrenand adults. However, this effect was only found early on inthe story. As the story progressed, the likelihood thatparticipants directed their eye gaze towards the intendedreferent decreased. We also found differences in the eye gazepatterns between NPs and pronouns, as well as betweenchildren and adults. Overall these findings demonstrate thatthe mapping between linguistic input and corresponding eyemovements is heavily influenced by discourse context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual world paradigm; eye-tracking; referenceprocessing; discourse" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91t5j27p", "frozenauthors": [ { "first_name": "Abigail", "middle_name": "", "last_name": "Toth", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Monique", "middle_name": "", "last_name": "Charest", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Jacolien", "middle_name": "", "last_name": "van Rij", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Juhani", "middle_name": "", "last_name": "Järvikivi", "name_suffix": "", "institution": "University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28904/galley/18775/download/" } ] }, { "pk": 29220, "title": "Approximate Inference through Sequential Measurements of LikelihoodsAccounts for Hicks Law", "subtitle": null, "abstract": "In Bayesian categorization, exactly computing likelihoods and posteriors might be hard for humans. We propose anapproximate inference framework inspired by Bayesian quadrature and Thompson sampling. An agent can pay a fixedcost to make a noisy measurement of the likelihood of one category. By sequentially making measurements, the agentrefines their beliefs over the likelihoods. When the agent stops measuring and chooses a category, they get rewarded forbeing correct; the agent chooses the category that maximizes probability correct. To decide whether to make anothermeasurement, the agent simulates one measurement for each category. If any of the gains in expected reward exceedsthe cost, they make a real measurement corresponding to the simulation with the largest gain. We find that the averagenumber of measurements grows approximately logarithmically with the number of categories, reminiscent of Hicks law.Furthermore, our model makes predictions for decision confidence among multiple alternatives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8v5209dk", "frozenauthors": [ { "first_name": "Xiang", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Luigi", "middle_name": "", "last_name": "Acerbi", "name_suffix": "", "institution": "University of Geneva", "department": "" }, { "first_name": "Wei", "middle_name": "Ji", "last_name": "Ma", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29220/galley/19091/download/" } ] }, { "pk": 28628, "title": "A predictability-distinctiveness trade-off in the historical emergence of word forms", "subtitle": null, "abstract": "It has been proposed that language evolves under the joint con-straints of communicative expressivity and cognitive ease. Weexplore this idea in the historical emergence of word forms.We hypothesize that new word forms that enter the lexiconshould reflect a trade-off between predictability and distinc-tiveness. An emergent word form can be highly predictable ifit efficiently reuses elements from the existing word forms, re-sulting in low cognitive load. An emergent word form shouldalso be sufficiently distinctive from the existing lexicon, facil-itating communicative expressivity. We test our hypothesis byexamining the properties of 34,478 emergent word forms overthe past 200 years of Modern English. We show how wordforms at future time t + 1 are bounded statistically betweenn-gram generated word forms (highly predictable) and slangwords that are outside the standard lexicon (highly distinctive)at time t. Our work supports the view of cognitive economy inlexical emergence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word form; lexicon; lexical emergence; languageevolution; cognitive economy" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6tb249bt", "frozenauthors": [ { "first_name": "Aotao", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Christian", "middle_name": "", "last_name": "Ramiro", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28628/galley/18499/download/" } ] }, { "pk": 28837, "title": "A proverb is worth a thousand words:Learning to associate images with proverbs", "subtitle": null, "abstract": "We describe a system that can associate images with Englishproverbs. We start from a corpus of proverbs, harvest relatedimages from the web and use this data to train two variants ofa convolutional neural network. We then collect a small set ofannotations, and use these to combine the outputs of the twonetworks into a single prediction for each input image. Wecarry out feature selection experiments on a set of features de-rived from the images and from the predicted proverbs, anddemonstrate that the metaphoricity of the proverbs plays a sig-nificant role in classification accuracy. An empirical evalua-tion with human raters confirms the system’s ability to abstractfrom the raw bits in the images and to learn meaningful, non-trivial associations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5wj9v5f3", "frozenauthors": [ { "first_name": "G ̈ozde", "middle_name": "", "last_name": "Ozbal", "name_suffix": "", "institution": "FBK-Irst - Trento", "department": "" }, { "first_name": "Daniele", "middle_name": "", "last_name": "Pighin", "name_suffix": "", "institution": "Google Zurich", "department": "" }, { "first_name": "Carlo", "middle_name": "", "last_name": "Strapparava", "name_suffix": "", "institution": "FBK-Irst - Trento", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28837/galley/18708/download/" } ] }, { "pk": 28724, "title": "A rational model of syntactic bootstrapping", "subtitle": null, "abstract": "Children exploit regular links between the meanings of wordsand the syntactic structures in which they appear to learn aboutnovel words. This phenomenon, known as syntactic bootstrap-ping, is thought to play a critical role in word learning, espe-cially for words with more opaque meanings such as verbs.We present a computational word learning model which re-produces such syntactic bootstrapping phenomena after expo-sure to a naturalistic word learning dataset, even when undersubstantial memory constraints. The model demonstrates howexperimental syntactic bootstrapping effects constitute rationalbehavior given the nature of natural language input. The modelunifies computational accounts of word learning and syntacticbootstrapping effects observed in the laboratory, and offers apath forward for demonstrating the broad power of the syntax–semantics link in language acquisition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "syntactic bootstrapping; word learning; computa-tional models" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15t9r0qp", "frozenauthors": [ { "first_name": "Jon", "middle_name": "", "last_name": "Gauthier", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Roger", "middle_name": "P.", "last_name": "Levy", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28724/galley/18595/download/" } ] }, { "pk": 28473, "title": "A rational model of word skipping in reading: ideal integration of visual andlinguistic information", "subtitle": null, "abstract": "During reading, readers intentionally do not fixate a wordwhen highly confident in its identity. In a rational model ofreading, word skipping decisions should be complex functionsof the particular word, linguistic context, and visual informa-tion available. In contrast, simple heuristic of reading onlypredicts additive effects of word and context features. Here wetest these predictions by implementing a rational model withBayesian inference, and predicting human skipping with theentropy of this model’s posterior distribution. Results showeda significant effect of the entropy in predicting skipping abovea strong baseline model including word and context features.This pattern held for entropy measures from rational modelswith a frequency prior but not from ones with a 5-gram prior.These results suggest complex interactions between visual in-put and linguistic knowledge as predicted by the rational modelof reading, and a dominant role of frequency in making skip-ping decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "eye movements; reading; word identification; ra-tional analysis; skipping" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1z03w8r1", "frozenauthors": [ { "first_name": "Yunyan", "middle_name": "", "last_name": "Duan", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Klinton", "middle_name": "", "last_name": "Bicknell", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28473/galley/18344/download/" } ] }, { "pk": 28655, "title": "Are all Remote Associates Test equal?An overview and comparison of the Remote Associates Test in different languages", "subtitle": null, "abstract": "The Remote Associates Test (RAT, CRA) is a classical creativ-ity test used to measure creativity as a function of associativeability. The RAT has been administered in different languages.Nonetheless, because of how embedded in the language thetest is, only a few items are directly translatable, and most ofthe time the RAT is created anew in each language. This pro-cess of manual (and in two cases computational) creation ofRAT items is guided by the researchers’ understanding of thetask. However, are the RAT items in different languages com-parable? In this paper, different RAT stimuli datasets are an-alyzed qualitatively and quantitatively. Significant differencesare observed between certain datasets in terms of solver per-formance. The potential sources of these differences are dis-cussed, together with what this means for creativity psycho-metrics and computational vs. manual creation of stimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Remote Associates Test; RAT; CRA; Creativity;Creativity evaluation and metrics; Creativity Test" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/23q7622x", "frozenauthors": [ { "first_name": "Jan", "middle_name": "Philipp", "last_name": "Behrens", "name_suffix": "", "institution": "Freie Universit ̈at Berlin", "department": "" }, { "first_name": "Ana-Maria", "middle_name": "", "last_name": "Oltet ̧eanu", "name_suffix": "", "institution": "Freie Universit ̈at Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28655/galley/18526/download/" } ] }, { "pk": 28866, "title": "Are Cross-Linguistically Frequent Semantic Systems Easier to\nLearn? The Case of Evidentiality", "subtitle": null, "abstract": "It is often assumed that cross-linguistically more prevalent\ndistinctions are easier to learn (Typological Prevalence\nHypothesis - TPH). Prior work supports this hypothesis in\nphonology, morphology and syntax but has not addressed\nsemantics. Using an Artificial Language Learning paradigm,\nwe explore the learnability of semantic distinctions within the\ndomain of evidentiality (i.e. the linguistic encoding of\ninformation sources). Our results support the TPH, since the\nmost prevalent evidential system was learned best while the\nmost rare evidentiality system yielded the worst learnability\nresults. Furthermore, our results indicate that, cross-\nlinguistically, indirect information sources seem to be marked\npreferentially (and acquired more easily) compared to direct\nsources. We explain this pattern in terms of the pragmatic need\nto mark indirect, potentially more unreliable sources over\ndirect sources of information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "evidentiality; artificial language learning;\nlearnability; semantics; information sources" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6049n3j0", "frozenauthors": [ { "first_name": "Dionysia", "middle_name": "", "last_name": "Saratsli", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Bartell", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Delaware", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28866/galley/18737/download/" } ] }, { "pk": 29297, "title": "A re-examination of the interrelationships between attention, eye behavior, andcreative thought", "subtitle": null, "abstract": "Internally focused attention, characterized by reduced sensory input, is often correlated with memory retrieval and theability to combine memories to generate new ideas. Accordingly, the attenuation of external distractors (e.g., via reducedvisual input) may be expected to enhance idea generation. We conducted a study requiring participants to perform analternative uses task, in either a well-lit or totally dark environment. We also measured eye movements, as they have beenlinked with idea generation and attention. Departing from prior studies, our participants were not presented with visualstimuli, but received auditory task instructions. Preliminary analyses replicated the eye behavior attributed to internalattention in previous research, including more and shorter fixations and greater saccade amplitude in the dark. While theseresults suggest a positive relationship between darkness and internal attention, task performance was not significantlyinfluenced by darkness manipulation. The findings and suggestions for future studies will be discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9p26s7v1", "frozenauthors": [ { "first_name": "Shadab", "middle_name": "", "last_name": "Tabatabaeian", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Colin", "middle_name": "", "last_name": "Holbrook", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Carolyn", "middle_name": "", "last_name": "Jennings", "name_suffix": "", "institution": "University of California Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29297/galley/19168/download/" } ] }, { "pk": 28971, "title": "A Reservoir Model for Intra-Sentential Code Switching Comprehension in Frenchand English", "subtitle": null, "abstract": "Some people can mix two languages within the same sentence: this is known as intra-sentential code-switching. Themajority of computational models on language comprehension are dedicated to one language. Some bilingual modelshave also been developed, but very few have explored the code-switching case. We collected data from human subjectsthat were required to mix pairs of given sentences in French and English. Truly bilingual subjects produced more switcheswithin the same sentence. The corpus obtained have some very complex mixed sentences: there can be until elevenlanguage switches within the same sentence. Then, we trained ResPars, a Reservoir-based sentence Parsing model, withthe collected corpus. This Recurrent Neural Network model processes sentences incrementally, word by word, and outputsthe sentence meaning (i.e. thematic roles). Surprisingly the model is able to learn and generalize on the mixed corpus withperformances nearly as good as the unmixed French-English corpus.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6s19q8kg", "frozenauthors": [ { "first_name": "Pauline", "middle_name": "", "last_name": "Detraz", "name_suffix": "", "institution": "Inria", "department": "" }, { "first_name": "Xavier", "middle_name": "", "last_name": "Hinaut", "name_suffix": "", "institution": "Inria", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28971/galley/18842/download/" } ] }, { "pk": 28568, "title": "A Resource-Rational Mechanistic Approach to One-shot Non-cooperative Games:The Case of Prisoner’s Dilemma", "subtitle": null, "abstract": "The concept of Nash equilibrium has played a profound rolein economics, and is widely accepted as a normative stance forhow people should choose their strategies in competitive envi-ronments. However, extensive empirical evidence shows thatpeople often systematically deviate from Nash equilibrium. Inthis work, we present the first resource-rational mechanisticapproach to one-shot, non-cooperative games (ONG), show-ing that a variant of normative expected-utility maximizationacknowledging cognitive limitations can account for impor-tant deviations from the prescriptions of Nash equilibrium inONGs. Concretely, we show that Nobandegani et al.’s (2018)metacognitively-rational model, sample-based expected util-ity, can account for purportedly irrational cooperation rates ob-served in one-shot, non-cooperative Prisoner’s Dilemma, andcan accurately explain how cooperation rate varies dependingon the parameterization of the game. Additionally, our workprovides a resource-rational explanation of why people withhigher general intelligence tend to cooperate less in OPDs, andserves as the first (Bayesian) rational, process-level explana-tion of a well-known violation of the law of total probability inOPDs, documented by Shafir and Tversky (1992), which hasresisted explanation by a model governed by classical proba-bility theory for nearly three decades. Surprisingly, our workdemonstrates that cooperation can arise from purely selfish,expected-utility maximization subject to cognitive limitations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "One-shot non-cooperative games; Nash equilib-rium; resource-rational process models; expected utility the-ory; behavioral game theory; Prisoner’s Dilemma; cooperation" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9dz6h6tn", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Kevin", "middle_name": "da Silva", "last_name": "Castanheira", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "A. Ross", "middle_name": "", "last_name": "Otto", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28568/galley/18439/download/" } ] }, { "pk": 29325, "title": "A resource-rational model of physical abstraction for efficient mental simulation", "subtitle": null, "abstract": "Physical simulation enables people to make intuitive predictions about physical scenes and interact flexibly with the objectsaround them, from a stack of books balanced on a ledge to the turrets and moats of a sandcastle. We hypothesize that whenthe number of possible objects makes simulation intractable, people use chunked abstractions that reduce the number ofobjects they need to simulate while also minimizing simulation error. We tracked participants gaze while they viewedcomplex towers of blocks and predicted whether the towers would remain stable under gravity. We developed a resource-rational model of how people might optimally partition towers into chunks of blocks. Subsequently, we compared thismodel to participants fixations over the scene. We explore how efficient, resource-rational chunkings of physical scenesmight underlie peoples ability to make rapid and robust inferences in this domain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0t90p9rr", "frozenauthors": [ { "first_name": "Tina", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Hamrick", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "McKee", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Raphael", "middle_name": "", "last_name": "Koster", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Balaguer", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Battaglia", "name_suffix": "", "institution": "DeepMind", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Botvinick", "name_suffix": "", "institution": "DeepMind", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29325/galley/19196/download/" } ] }, { "pk": 28569, "title": "A Resource-Rational Process-Level Account of the St. Petersburg Paradox", "subtitle": null, "abstract": "The St. Petersburg paradox is a centuries-old philosophicalpuzzle concerning a lottery with infinite expected payoff,on which people are, nevertheless, willing to place only asmall bid. Despite many attempts and several proposals, nogenerally-accepted resolution is yet at hand. In this work, wepresent the first resource-rational process-level explanation ofthis paradox, demonstrating that it can be accounted for by avariant of normative expected-utility-maximization which ac-knowledges cognitive limitations. Specifically, we show thatNobandegani et al.’s (2018) metacognitively-rational model,sample-based expected utility (SbEU), can account for majorexperimental findings on this paradox. Crucially, our resolu-tion is consistent with two empirically well-supported assump-tions: (1) people use only a few samples in probabilistic judg-ments and decision-making, and (2) people tend to overesti-mate the probability of extreme events in their judgment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "St. Petersburg Paradox; bounded rationality;resource-rational process models; expected utility theory; in-ference by sampling" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2c90v6k5", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Kevin", "middle_name": "da Silva", "last_name": "Castanheira", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "A. Ross", "middle_name": "", "last_name": "Otto", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28569/galley/18440/download/" } ] }, { "pk": 29048, "title": "A round Bouba is easier to remember than a curved Kiki: Sound-symbolism cansupport associative memory", "subtitle": null, "abstract": "Past research has shown that prior knowledge can support our episodic memory for recently encountered associations(Chalfonte & St-Giles, 1996; Naveh-Benjamin, 2000). Badham, Estes and Maylor (2012) for example, showed thatintegrative relationships between words help associative memory, even if the relationships are highly unfamiliar. A pair ofwords is integrative if the words make sense when considered together (e.g. monkey-foot). We extend this phenomenonto sound-symbolism associations; here, the latter refer to relationships between phonemes and object characteristics–relationships that participants readily find natural, even without prior knowledge of the items. For instance, the non-wordmaluma is much more readily associated with a random shape with rounded contours than with a shape that has sharpangles (Khler, 1929, 1947). In our study, 70 participants completed paired-associate memory tests after studying lists ofthree shape / non-word pairs. The sound-shape pairs that relied on known sound-symbolism links facilitated associativememory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59w3g167", "frozenauthors": [ { "first_name": "Marie", "middle_name": "", "last_name": "Poirier", "name_suffix": "", "institution": "City University of London", "department": "" }, { "first_name": "Ren-Pierre", "middle_name": "", "last_name": "Sonier", "name_suffix": "", "institution": "Universit de Moncton, Moncton", "department": "" }, { "first_name": "Dominic", "middle_name": "", "last_name": "Guitard", "name_suffix": "", "institution": "Universit de Moncton, Moncton", "department": "" }, { "first_name": "Jean", "middle_name": "", "last_name": "Saint-Aubin", "name_suffix": "", "institution": "Universit de Moncton, Moncton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29048/galley/18919/download/" } ] }, { "pk": 28608, "title": "Articulatory features of phonemes pattern to iconic meanings: evidence fromcross-linguistic ideophones", "subtitle": null, "abstract": "Iconic words are known to exhibit an imitative relationshipbetween a word and its referent. Many studies have workedto pinpoint sound-to-meaning correspondences for ideophonesfrom different languages. The correspondence patterns showsimilarities across languages, but what makes such language-specific correspondences universal, as iconicity claims to be,remains unclear. This could be due to a lack of consensus onhow to describe and test the perceptuo-motor affordances thatmake an iconic word feel imitative to speakers. We created andanalyzed a database of 1,888 ideophones across 13 languages,and found that 5 articulatory properties, physiologically acces-sible to all spoken language users, pattern according to seman-tic features of ideophones. Our findings pave the way for futureresearch to utilize articulatory properties as a means to test andexplain how iconicity is encoded in spoken language.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "iconicity; ideophones; systematicity; sound sym-bolism; phonology; semantics" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kx4w43n", "frozenauthors": [ { "first_name": "Arthur", "middle_name": "Lewis", "last_name": "Thompson", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Collignon", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Youngah", "middle_name": "", "last_name": "Do", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28608/galley/18479/download/" } ] }, { "pk": 28588, "title": "Asking goal-oriented questions and learning from answers", "subtitle": null, "abstract": "The study of question asking in humans and machines hasgained attention in recent years. A key aspect of question ask-ing is the ability to select good (informative) questions froma provided set. Machines—in particular neural networks—generally struggle with two important aspects of question ask-ing, namely to learn from the answer to their selected ques-tion and to flexibly adjust their questioning to new goals. Inthe present paper, we show that people are sensitive to both ofthese aspects and describe a unified Bayesian account of ques-tion asking that is capable of similar ingenuity. In the first ex-periment, we predict people’s judgments when adjusting theirquestion-asking towards a particular goal. In the second ex-periment, we predict people’s judgments when deciding whatfollow-up question to ask. An alternative model based on su-perficial features, such as the existence of certain key wordsin the questions, was not able to capture these judgments to areasonable degree.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian modeling; active learning; informationsearch; question asking" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/04q6z1mq", "frozenauthors": [ { "first_name": "Anselm", "middle_name": "", "last_name": "Rothe", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Brenden", "middle_name": "M.", "last_name": "Lake", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "M.", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28588/galley/18459/download/" } ] }, { "pk": 29063, "title": "A Smile Goes a Long Way: Exploring the Effect of Culture, Weather, andConnectedness on Smile Diffusion with an Agent-based Modell", "subtitle": null, "abstract": "This paper first synthesizes research showing that (a) people reciprocate smiles, (b) smiling and being smiled at elevatesmood, and (c) elevated mood is associated with proclivity to smile. Collectively, these findings suggest that smiling iscontagious, i.e., smiles diffuse through a social network. The paper then presents experiments carried out to investigatehow various factors affect the contagiousness of smiling using an agent-based model in which smiling affects a moodvariable, which in turn affected proclivity to smile. The society consistently stabilized on a proportion of smilers, themagnitude of which was a function of social connectivity. Using previous data on the effect of weather and culturaldifferences on smile reciprocity, we simulated how these factors affect smile diffusion. Smile diffusion was greater in thesunny condition than the cloudy condition, and in the American condition than the Japanese condition, and both effectswere magnified by increased social connectivity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76v8z94s", "frozenauthors": [ { "first_name": "Victoria", "middle_name": "", "last_name": "Scotney", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Fabian", "middle_name": "Cid", "last_name": "Yanez", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Cooper", "name_suffix": "", "institution": "University of British Columbia", "department": "" }, { "first_name": "Liane", "middle_name": "", "last_name": "Gabora", "name_suffix": "", "institution": "University of British Columbia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29063/galley/18934/download/" } ] }, { "pk": 29002, "title": "Assessing Integrative Complexity as a Measure of Morphological Learning", "subtitle": null, "abstract": "Morphological paradigms differ widely across languages in their size and number of contrasts they mark. Recent work onmorphological complexity has argued that certain features of even very large paradigms make them easy to learn and use.Specifically, Ackerman & Malouf, 2013 propose an information-theoretic measure, i-complexity, which captures the extentto which forms in the paradigm predict each other, and show that languages which differ widely in surface complexityexhibit similar i-complexity; in other words, paradigms with many contrasts reduce the learnability challenge for learnersby having predictive relationships between inflections. We present three artificial language learning experiments testingwhether i-complexity in fact predicts learnability of nominal paradigms where nouns inflect for class and number. Ourresults reveal only weak evidence that paradigms with low i-complexity are easier to learn than paradigms with highi-complexity. We suggest that alternative aspects of complexity may have a larger impact on learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6c4955sx", "frozenauthors": [ { "first_name": "Tamar", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Hugh", "middle_name": "", "last_name": "Rabagliati", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29002/galley/18873/download/" } ] }, { "pk": 29061, "title": "Assessing the role of matching bias in reasoning with disjunctions", "subtitle": null, "abstract": "On mental models theories, reasoners create mental representations of information which they manipulate in order toderive new conclusions. These theories have been uniquely successful at explaining a class of attractive fallacies involvingdisjunctions. The original theories have appealed to low-level matching mechanisms (Walsh & Johnson-Laird, 2004;Koralus & Mascarenhas, 2013) to compare the models of the premises and the models of the conclusion and predict ananswer. In three experiments, we show that the check for overlap in content involved in these accounts must take place ata high level of cognition in order to incorporate complex world knowledge. We introduce variants of illusory inferencesfrom disjunction whose acceptance is accurately predicted by independant measures of confidence in causal connections.We conclude that the Revised Mental Model Theory of Khemlani et al. (2018) holds promise, but cannot account for ourdata out of the box.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3sq5w9r3", "frozenauthors": [ { "first_name": "Mathias", "middle_name": "", "last_name": "Sabl-Meyer", "name_suffix": "", "institution": "Universit Paris-Saclay", "department": "" }, { "first_name": "Salvador", "middle_name": "", "last_name": "Mascarenhas", "name_suffix": "", "institution": "Ecole Normale Suprieure", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29061/galley/18932/download/" } ] }, { "pk": 28972, "title": "Assessment of Cognitive Load in the Context of Neurosurgery", "subtitle": null, "abstract": "The work presented in this paper explores the amount of effort, defined by cognitive load, needed to understand depthvisualization while navigating a virtual space in the context of planning for image guided surgery. In this context, cognitiveload is evaluated by measuring brain activity through event-related electroencephalography (EEG). We found a significantdifference between dynamic depth cue renders versus statically rendered cues. The work presented here demonstrates theusefulness of EEG as an acceptable and efficient method to inspect brain activity for future user studies in the operatingroom, and that cognitive load can serve as an objective measure of visualization effectiveness.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5bq2p1xv", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Di Giovanni", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Drouin", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Marta", "middle_name": "", "last_name": "Kersten-Oertel", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Louis", "middle_name": "", "last_name": "Collins", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28972/galley/18843/download/" } ] }, { "pk": 29066, "title": "Associations versus Propositions in Memory for Sentences", "subtitle": null, "abstract": "Propositional accounts of organization in memory have dominated theory in compositional semantics, but it is an openquestion whether their adoption has been necessitated by the data. We present data from a narrative comprehensionexperiment, designed to distinguish between a propositional account of semantic representation and an associative accountbased on the Syntagmatic-Paradigmatic (Dennis, 2005; SP) model. We manipulated expected propositional-interferenceby including distractor sentences that shared a verb with a target sentence. We manipulated paradigmatic-interferenceby including two distractor sentences, one of which contained a name from a target sentence. That is, we increased thesecond-order co-occurrence between a name in a target sentence and a distractor. Contrary to the propositional assumption,our results show that subjects are sensitive to second-order co-occurrence, hence favouring the associative account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qv7c4q0", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Shabahang", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Dennis", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29066/galley/18937/download/" } ] }, { "pk": 28733, "title": "A Surprising Density of Illusionable Natural Speech", "subtitle": null, "abstract": "Recent work on adversarial examples demonstrates a brittleness of many state-of-the-art machine learning systems. Weinvestigate one human analog, asking: What fraction of natural speech can be turned into illusions which alter humans per-ception or result in different people having significantly different perceptions? Using generated videos, we first empiricallyestimate that 17% of words occurring in natural speech have some susceptibility to the McGurk effect–the phenomenonby which adding a carefully chosen video clip to the audio channel affects the viewers perception of the message. We de-velop a bag-of-phonemes prediction model for word-level illusionability that we extend with natural language modeling tobuild a sentence-level framework. We train an instantiation using Amazon Mechanical Turk evaluations on sentence-levelillusions. Finally we generate several new instances of the Yanny/Laurel illusion, demonstrating that it is not an isolatedoccurrence. The surprising density of illusionable instances warrants further investigation from cognitive and securityperspectives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1f32959f", "frozenauthors": [ { "first_name": "Melody", "middle_name": "Y.", "last_name": "Guan", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Gregory", "middle_name": "", "last_name": "Valiant", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28733/galley/18604/download/" } ] }, { "pk": 29057, "title": "(A)symmetry (Non)monotonicity: Towards a Deeper Understanding of KeyCognitive Di/Trichotomies and the Common Model of Cognition", "subtitle": null, "abstract": "Many dichotomies from across the cognitive sciences can be reduced to one of two fundamental distinctions (a)symmetryand (non)monotonicity of processing simplifying greatly the space of dichotomies needed to structure this broad interdis-ciplinary discipline. Taking the cross-product of these two dichotomies then yields a 2x2 structure of cells that in its turnyields a deeper understanding of two key trichotomies based on control and content hierarchies with each mapping tothree out of the four cells. This cross-product and its four cells further provide a deeper understanding of the structure ofthe Common Model of Cognition an attempt to develop a community consensus concerning the processes and structuresimplicated in human-like minds as well as cognitive architectures that map onto it, such as ACT-R, Sigma and Soar andeven AlphaZero with results that bear on the structure of integrative architectures, models and systems; and on theircommonalities, differences and gaps.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b69z07x", "frozenauthors": [ { "first_name": "Paul", "middle_name": "", "last_name": "Rosenbloom", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29057/galley/18928/download/" } ] }, { "pk": 29189, "title": "A tool to analyze verb phrase and noun phrase relationship in sentences", "subtitle": null, "abstract": "SPACY is a well-known package for NLP analysis for delineating the Verb phrases and Direct Objects in English byapplying the default structures to define noun phrase. However, SPACY lacks a function to include the status of adjectivesand vast amount of noun phrase structures for identifying the relationship between Verbs and Nouns efficiently. Thepresent study develops a SPACY-based program to customize practical noun phrase structures written in industrial SOPsfor machine operations. It performs better at merging overlapping structures, for example, a sentence An important thingof NLP is hard to define can be processed to be An important thing, NLP, thing of NLP; and then automatically mergedinto one noun phrase An important thing of NLP. The capacity of the program can abstract the core concepts of sentencesand recognize the co-occurrences of noun phrases and their associated verbs from the corpus for research and applicationpurposes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dv772tk", "frozenauthors": [ { "first_name": "Te-En", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Tao-Hsing", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "National Kaohsiung University of Science and Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29189/galley/19060/download/" } ] }, { "pk": 29310, "title": "A tradeoff between generalization and perceptual capacity in recurrent neuralnetworks", "subtitle": null, "abstract": "In a classic paper, Miller (1956) summarized findings showing that people can only identify a limited number of distinctstimuli at a time. One puzzling aspect of this capacity limitation is that it is approximately invariant to range. Thatis, the number of accurately identifiable stimuli is approximately the same regardless of how far apart the stimuli arespaced. Models of this phenomenon have suggested that people operate in a context-coding mode when performing thesetasks, effectively carrying out a form of contextual normalization, but why such normalization might take place is unclear.Here, we propose an explanation by appealing to a tradeoff with generalization. Specifically, we implement contextualnormalization in a recurrent neural network and show that this normalization enables stronger generalization in a relationalreasoning task, but also results in a perceptual capacity limitation which captures many of these classic phenomena.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15x2409z", "frozenauthors": [ { "first_name": "Taylor", "middle_name": "", "last_name": "Webb", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Frankland", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Segert", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Petrov", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Randall", "middle_name": "", "last_name": "O’Reilly", "name_suffix": "", "institution": "University of Colorado Boulder", "department": "" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29310/galley/19181/download/" } ] }, { "pk": 28920, "title": "A Trade-Off in Learning Across Levels of Abstraction in Adults and Children", "subtitle": null, "abstract": "Learning about novel objects not only involves noticinginformation that makes the object unique, but also what makesobjects the same. Yet, these two levels of learning involvedifferent pieces of information, meaning that learning one wellcould come at the cost of the other. Moreover, children maycategorize in a fundamentally different way, resulting in theselevels of learning interacting differently. To investigate this,we had adults and children perform a categorization taskfollowed by an item recognition test. We found that adultsshowed a trade-off, such that the ability to categorize itemscame at the cost of memory for those items. Using a subset ofmore unique lures, children’s memory trended towards a trade-off with category learning. However, this was only observedamong the older children. This suggests that adults’ efficientlearning comes at a cost, and this trade-off may start to appearin the elementary school years.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; category learning;abstraction; generalization; memory; selective attention" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1367h0t5", "frozenauthors": [ { "first_name": "Erika", "middle_name": "", "last_name": "Wharton-Shukster", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Amy", "middle_name": "Sue", "last_name": "Finn", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28920/galley/18791/download/" } ] }, { "pk": 28787, "title": "Attentional Capture: Modeling Automatic Mechanisms and Top-Down Control", "subtitle": null, "abstract": "We present a computational model of attentional capture inhumans. The model distinguishes between automatic mecha-nisms that directly determine the focus of visual attention, anddeliberate mental actions an individual can perform to influ-ence these mechanisms. The automatic mechanisms select anobject as the focus of attention and enhance its location andfeatures, so that nearby or similar objects are likely to be se-lected in the future. The deliberate actions include engagingwith a selected object to further enhance its features, and re-trieving a previously selected object from memory. By per-forming these actions, the model is able to exert limited top-down control over capture, increasing the probability that task-relevant objects will be attended and irrelevant objects will beignored. To evaluate the model, we conduct a simulation of arecent visual search study, demonstrating that the model canaccount for three established factors that are known to influ-ence capture.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual attention; visual search; computationalmodeling" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/682695zd", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Lovett", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Will", "middle_name": "", "last_name": "Bridewell", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Bello", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28787/galley/18658/download/" } ] }, { "pk": 28488, "title": "At the Zebra Crossing: Modelling Complex Decision Processes with Variable-Drift\nDiffusion Models", "subtitle": null, "abstract": "Drift diffusion (or evidence accumulation) models have found\nwidespread use in the modelling of simple decision tasks.\nExtensions of these models, in which the model’s\ninstantaneous drift rate is not fixed but instead allowed to\nvary over time as a function of a stream of perceptual inputs,\nhave allowed these models to account for more complex\nsensorimotor decision tasks. However, many real-world tasks\nseemingly rely on a myriad of even more complex underlying\nprocesses. One interesting example is the task of deciding\nwhether to cross a road with an approaching vehicle. This\naction decision seemingly depends on sensory information\nboth about own affordances (whether one can make it across\nbefore the vehicle) and action intention of others (whether the\nvehicle is yielding to oneself). Here, we compared three\nextensions of a standard drift diffusion model, with regards to\ntheir ability to capture timing of pedestrian crossing decisions\nin a virtual reality environment. We find that a single\nvariable-drift diffusion model (S-VDDM) in which the\nvarying drift rate is determined by visual quantities describing\nvehicle approach and deceleration, saturated at an upper and\nlower bound, can explain multimodal distributions of crossing\ntimes well across a broad range vehicle approach scenarios.\nMore complex models, which attempt to partition the final\ncrossing decision into constituent perceptual decisions,\nimprove the fit to the human data but further work is needed\nbefore firm conclusions can be drawn from this finding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "complex decision making; road crossing;\nvariable-drift diffusion models" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95p445vm", "frozenauthors": [ { "first_name": "Oscar", "middle_name": "", "last_name": "Giles", "name_suffix": "", "institution": "University of Leeds", "department": "" }, { "first_name": "Gustav", "middle_name": "", "last_name": "Markkula", "name_suffix": "", "institution": "University of Leeds", "department": "" }, { "first_name": "Jami", "middle_name": "", "last_name": "Pekkanen", "name_suffix": "", "institution": "University of Leeds", "department": "" }, { "first_name": "Naoki", "middle_name": "", "last_name": "Yokota", "name_suffix": "", "institution": "Keio University", "department": "" }, { "first_name": "Naoto", "middle_name": "", "last_name": "Matsunaga", "name_suffix": "", "institution": "Keio University", "department": "" }, { "first_name": "Natasha", "middle_name": "", "last_name": "Merat", "name_suffix": "", "institution": "University of Leeds", "department": "" }, { "first_name": "Tatsuru", "middle_name": "", "last_name": "Daimon", "name_suffix": "", "institution": "Keio University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28488/galley/18359/download/" } ] }, { "pk": 29191, "title": "A Two-Process Model of Semantic Development", "subtitle": null, "abstract": "How do children acquire semantic knowledge? In this work, we explore an old answer to this question: Semantic de-velopment is a hybrid of two distinct processes. The first process involves unsupervised learning of relations betweenobjects, providing a representation of objects that is useful for a wide range of possible goals. The second process involvesexplicitly learning to put objects and their relations into categories. Critically, this second process uses the representationsof the first process as its starting point. Here, we demonstrate this using a two-process model, where the first process is adistributional semantic model (e.g. HAL, Word2Vec, RNN), and the second process is a transformation of representationslearned during process 1 into a task-specific target space. This approach improves performance on multiple semantic tasks,compared to using the representations learned by process 1 directly. We believe this model demonstrates that a task- orgoal-oriented perspective of semantic cognition has promise for furthering our understanding of semantic development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9qj074fb", "frozenauthors": [ { "first_name": "Philip", "middle_name": "", "last_name": "Huebner", "name_suffix": "", "institution": "University of Illinois, Urbana-Champaign", "department": "" }, { "first_name": "Jon", "middle_name": "", "last_name": "Willits", "name_suffix": "", "institution": "University of Illinois, Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29191/galley/19062/download/" } ] }, { "pk": 29146, "title": "Audio-Visual Integration: Point Light Gestures Influence Listeners Behavior", "subtitle": null, "abstract": "Listeners are influenced by speakers hand gestures. However, it is not clear what processes support gesture processing.We investigated listeners behavior after observing speech with videotaped gestures or with point light gesture trajectoriesin the Tower of Hanoi task. Listeners were influenced by the synchrony of the visual and auditory information but not thenature of the information both videotaped and point light gestures reliably influenced behavior. Thus, visual informationthat is not perceived as produced by the speaker nonetheless reliably influences listeners behavior, so long as informationis synchronized across modalities. Thus, observers do not appear to rely on functional or biological links between speechand hand gesture but rather on more general processes of multimodal integration. The principles underlying integrationof auditory language with visual information from hand gestures appear to different from those underlying integration ofauditory language and visual speech.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hf959sn", "frozenauthors": [ { "first_name": "Susan", "middle_name": "", "last_name": "Cook", "name_suffix": "", "institution": "University of Iowa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29146/galley/19017/download/" } ] }, { "pk": 28859, "title": "Auditory Stimuli Disrupt Visual Detection in a Visuospatial Task", "subtitle": null, "abstract": "The current study used an eye tracker to examine how auditoryinput affects the latency of visual fixations and speeded responseson a Serial Response Time Task (SRTT). In Experiment 1,participants viewed a sequence of visual stimuli that appeared indifferent locations on a computer monitor and the same sequencerepeated throughout the experiment. The visual sequence waseither presented in silence or paired with uncorrelated sounds(i.e., sounds did not predict visual target location). Participantsmade more fixations and were more likely to fixate on the visualstimuli when visual sequences were presented in silence thanwhen paired with sounds. Participants in Experiment 2 werepresented with the same sequences, but they also had to determineif each visual stimulus was red or blue. The presence of auditorystimuli had no effect on accuracy (red vs. blue), however, therewas some evidence that auditory stimuli delayed the latency offirst fixations to the visual stimuli and discriminating the imagesas red or blue was also slower relative to the unimodal visualbaseline. While visual stimuli often dominate auditory processingon spatial tasks, the current findings show that auditory stimulican also slow down visual detection on a task that is better suitedfor the visual modality. These findings are consistent with apotential mechanism underlying auditory dominance effects,which posits that auditory stimuli may attenuate and/or delay theencoding of visual information.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention" }, { "word": "Multisensory Processing" }, { "word": "AuditoryDominance" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4078t9fs", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "W.", "last_name": "Robinson", "name_suffix": "", "institution": "The Ohio State University at Newark", "department": "" }, { "first_name": "Dylan", "middle_name": "", "last_name": "Laughery", "name_suffix": "", "institution": "The Ohio State University at Newark", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28859/galley/18730/download/" } ] }, { "pk": 28520, "title": "A Unified Model of Fatigue in a Cognitive Architecture:Time-of-Day and Time-on-Task Effects on Task Performance", "subtitle": null, "abstract": "Capturing the effects of fatigue and, more generally, the effectsof physical and mental states on human performance has beena topic of research for many years. Recent models, especiallythose developed in a cognitive architecture, have shown greatpromise in capturing these effects by providing insight into thespecific cognitive and other components involved in taskperformance (like perception and motor movement). Inparticular, separate models have been developed to account forboth time-of-day and time-on-task effects related to fatigue. Inthis paper, we present a novel unified model, developed in theACT-R cognitive architecture, that captures both time-of-dayand time-on-task effects with a single set of mechanisms andparameters. We demonstrate how this unified model accountsfor quantitative and qualitative aspects of fatigued performancefrom two experiments, one focused on time-on-task effectsunder conditions of moderate fatigue, the other focusing ontime-of-day effects under conditions of severe fatigue in astudy of long-term (88-hour) sleep deprivation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Fatigue; sleep deprivation; cognitive architectures" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8jn4g1z9", "frozenauthors": [ { "first_name": "Ehsan", "middle_name": "B.", "last_name": "Khosroshahi", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Dario", "middle_name": "D.", "last_name": "Salvucci", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Glenn", "middle_name": "", "last_name": "Gunzelmann", "name_suffix": "", "institution": "Wright Patterson Air Force Base", "department": "" }, { "first_name": "Bella", "middle_name": "Z.", "last_name": "Veksler", "name_suffix": "", "institution": "Tier1 Performance Solutions", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28520/galley/18391/download/" } ] }, { "pk": 29213, "title": "Automated cognitive modeling with Bayesian active model selection", "subtitle": null, "abstract": "Behavioral experiments are often feed-forward: they begin with designing the experiment, and proceed by collectingthe data, analyzing it, and drawing inferences from the results. Active learning is an alternative approach where partialexperimental data is used to iteratively design subsequent data collection. Here, we study experimental application ofBayesian Active Model Selection (BAMS), which designs trials to discriminate between a set of candidate models. Weconsider a model set defined by a generative grammar of Gaussian Process kernels that can model both simple functionsand complex compositions of them. To validate the method experimentally, we use BAMS to discover how factors suchas contrast and number affect numerosity judgements. We compare the rate of convergence of the active-learning methodto a baseline passive-learning strategy that selects trials at random. Active learning over a structured model space mayincrease the efficiency and robustness of behavioral data acquisition and modeling.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4mz5v3zc", "frozenauthors": [ { "first_name": "Vishal", "middle_name": "", "last_name": "Lall", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Jordan", "middle_name": "", "last_name": "Suchow", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" }, { "first_name": "Gustavo", "middle_name": "", "last_name": "Malkomes", "name_suffix": "", "institution": "Washington University in St. Louis", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29213/galley/19084/download/" } ] }, { "pk": 29304, "title": "Automatic Model Generation with Symbolic Deep Learning", "subtitle": null, "abstract": "Automatic model generation based on user-task interactions is of great use for behavioral predictions and understandingof cognition. Mapping which environment features cause which actions seems like a classification problem suited forDeep Learning (DL). Unfortunately, DL does not create an observable model, and is more suitable to making predictionsfrom billions of examples than from limited observations. There are, however, many tasks that lend themselves to symbolicinput, allowing an alternative approach - Symolic Deep Learning (SDL). Symbolic hierarchical representations have a longhistory in Psychological literature, though some of these were integraged as models of memory without action-selection(e.g. EPAM/CHREST), and some have run into computational limitations (e.g. configural-cue). SDL stands to benefitfrom better model integration and modern growth in computational power and algorithmic efficiency, and promises to bethe right paradigm for automatic model generation from limited user observations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xg006zg", "frozenauthors": [ { "first_name": "Vladislav", "middle_name": "", "last_name": "Veksler", "name_suffix": "", "institution": "DCS Corp, U.S. Army Research Laboratory", "department": "" }, { "first_name": "Norbou", "middle_name": "", "last_name": "Buchler", "name_suffix": "", "institution": "U.S. Army Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29304/galley/19175/download/" } ] }, { "pk": 28635, "title": "Availability-Based Production Predicts Speakers’ Real-time Choices of MandarinClassifiers", "subtitle": null, "abstract": "Speakers often face choices as to how to structure their in-tended message into an utterance. Here we investigate the in-fluence of contextual predictability on the encoding of linguis-tic content manifested by speaker choice in a classifier lan-guage, Mandarin Chinese. In Mandarin, modifying a nounwith a numeral obligatorily requires the use of a classifier.While different nouns are compatible with different SPECIFICclassifiers, there is a GENERAL classifier that can be used withmost nouns. When the upcoming noun is less predictable,using a more specific classifier would reduce the noun’s sur-prisal, potentially facilitating comprehension (predicted to bepreferred under Uniform Information Density, Levy & Jaeger,2007), but the specific classifier may be dispreferred from aproduction standpoint if the general classifier is more easilyavailable (predicted by Availability-Based Production; Bock,1987; Ferreira & Dell, 2000). Here we report a picture-namingexperiment confirming two distinctive predictions made byAvailability-Based Production.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language production; speaker choice; Chineseclassifiers; noun predictability" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8h77s696", "frozenauthors": [ { "first_name": "Meilin", "middle_name": "", "last_name": "Zhan", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Roger", "middle_name": "", "last_name": "Levy", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28635/galley/18506/download/" } ] }, { "pk": 29327, "title": "A Visual Remote Associates Test and its Initial Validation", "subtitle": null, "abstract": "The Remote Associates Test (RAT) is a test used for measuring creativity as relying on the power of making associations,and it normally takes a linguistic form (i.e., given three words, a fourth word associated with all three is asked for). Whileother visual creativity tests exist, no creativity test to date can be given in both a visual and linguistic form. Such a testwould allow the study of differences between various modalities, in the creativity domain. In this paper, a visual version ofthe well known Remote Associates Test is constructed. This visual RAT is validated in relation to its linguistic counterpartin a study with 42 participants. A significant correlation of 0.431 (p ¡ 0.01) between visual RAT scores and comRAT-Gscores was observed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7x6237bt", "frozenauthors": [ { "first_name": "Faheem", "middle_name": "", "last_name": "Zunjani", "name_suffix": "", "institution": "Freie Universitt Berlin", "department": "" }, { "first_name": "Ana-Maria", "middle_name": "", "last_name": "Olteteanu", "name_suffix": "", "institution": "Freie Universitt Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29327/galley/19198/download/" } ] }, { "pk": 29324, "title": "Bayesian Inference Causes Incoherence in Human Probability Judgments", "subtitle": null, "abstract": "Human probability judgements appear systematically biased, in apparent tension with Bayesian models of cognition. Butperhaps the brain does not represent probabilities explicitly, but approximates probabilistic calculations through a processof sampling, as used in computational probabilistic models in statistics. The Bayesian sampling viewpoint provides asimple rational model of probability judgements, which generates biases such as conservatism. The Bayesian samplerprovides a single framework for explaining phenomena associated with diverse biases and heuristics, including availabilityand representativeness. The approach turns out to provide a rational reinterpretation of noise in an important recent modelof probability judgement, the probability theory plus noise model (Costello & Watts, 2014; 2016; 2017; Costello, Watts,& Fisher, 2018), and captures the empirical data supporting this model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11g9c4bd", "frozenauthors": [ { "first_name": "Jianqiao", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Adam", "middle_name": "", "last_name": "Sanborn", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Chater", "name_suffix": "", "institution": "University of Warwick", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29324/galley/19195/download/" } ] }, { "pk": 28895, "title": "Bayesian Inference of Social Normsas Shared Constraints on Behavior", "subtitle": null, "abstract": "People act upon their desires, but often, also act in adherenceto implicit social norms. How do people infer these unstatedsocial norms from others’ behavior, especially in novel so-cial contexts? We propose that laypeople have intuitive the-ories of social norms as behavioral constraints shared acrossdifferent agents in the same social context. We formalize in-ference of norms using a Bayesian Theory of Mind approach,and show that this computational approach provides excellentpredictions of how people infer norms in two scenarios. Ourresults suggest that people separate the influence of norms andindividual desires on others’ actions, and have implications formodelling generalizations of hidden causes of behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Social Norms; Social Cognition; Bayesian Theoryof Mind; Intuitive Theories" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3b96191r", "frozenauthors": [ { "first_name": "Zhi-Xuan", "middle_name": "", "last_name": "Tan", "name_suffix": "", "institution": "A*STAR Artificial Intelligence Initiative", "department": "" }, { "first_name": "Desmond", "middle_name": "C.", "last_name": "Ong", "name_suffix": "", "institution": "A*STAR Artificial Intelligence Initiative", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28895/galley/18766/download/" } ] }, { "pk": 29247, "title": "Bayesian Item Response Model with Condition-specific Parameters for Evaluatingthe Differential Effects of Perspective-taking on Emotional Sharing", "subtitle": null, "abstract": "It is known that perspective-taking helps humans recognize anothers emotional state on an individual basis. Here, weinvestigated how perspectives influence emotional sharing, namely the act of understanding mood, or a relationship be-tween other people in a multiparty conversation. In order to capture the effects of perspectives on sensitivity and biasin responses, we introduced condition-specific parameters in a Bayesian item response model. The model revealed thatinterlocutors are more sensitive and biased to emotional incongruency when they give ratings for a pair including them-selves than that excluding them. This relationship holds for observers who did not participate in the conversation and tookthe respective perspectives. The findings support the assimilating effects of perspective-taking through which people canperceive mood as the target does.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9q880903", "frozenauthors": [ { "first_name": "Keishi", "middle_name": "", "last_name": "Nomura", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Aiko", "middle_name": "", "last_name": "Murata", "name_suffix": "", "institution": "Nippon Telegraph and Telephone Corporation", "department": "" }, { "first_name": "Yuko", "middle_name": "", "last_name": "Yotsumoto", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Shiro", "middle_name": "", "last_name": "Kumano", "name_suffix": "", "institution": "Nippon Telegraph and Telephone Corporation", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29247/galley/19118/download/" } ] }, { "pk": 28919, "title": "Bayesian Pragmatics Provides the Best Quantitative Model of Context Effects on\nWord Meaning in EEG and Cloze Data", "subtitle": null, "abstract": "We contrast three views of how words contribute to a listener’s\nunderstanding of a sentence and compare corresponding\nquantitative models of how the listener’s probabilistic prediction on\nsentence completion is affected in online comprehension. The\nSemantic Similarity Model presupposes that the predictor of a word\ngiven a preceding discourse is their semantic similarity. The\nRelevance Model maintains that utterances are chosen to maximize\nrelevance. The Bayesian Pragmatic Model assumes a relevance-\nguided modulation of a word’s lexical meaning that can be regarded\nas a Bayesian update of statistical regularities stored in memory. In\naddition to a Cloze test, we perform an EEG study, recording the\nevent-related potential on the predicted word and take the N400\ncomponent to be inversely correlated with the word’s predictive\nprobability. In a multiple regression analysis, we compare the three\nmodels with regard to Cloze values and N400 amplitudes. The\nBayesian Pragmatic Model best explains the data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian Pragmatics" }, { "word": "EEG" }, { "word": "N400" }, { "word": "Cloze Test" }, { "word": "Semantic\nSimilarity" }, { "word": "Relevance" }, { "word": "Generative Lexicon" }, { "word": "Probabilistic Prediction" }, { "word": "Online Comprehension" }, { "word": "modulation" }, { "word": "Predictive Completion Task" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mk6t8p9", "frozenauthors": [ { "first_name": "Markus", "middle_name": "", "last_name": "Werning", "name_suffix": "", "institution": "Ruhr University Bochum", "department": "" }, { "first_name": "Matthias", "middle_name": "", "last_name": "Unterhuber", "name_suffix": "", "institution": "Ruhr University Bochum", "department": "" }, { "first_name": "Gregor", "middle_name": "", "last_name": "Wiedemann", "name_suffix": "", "institution": "University of Hamburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28919/galley/18790/download/" } ] }, { "pk": 28592, "title": "Bee-ing In the World: Phenomenology, Cognitive Science,and Interactivity in a Novel Insect-Tracking Task", "subtitle": null, "abstract": "Dotov, Nie and Chemero (2010) conducted a set of exper-iments to demonstrate how phenomenology, particularly thework of Martin Heidegger, interfaces with experimental re-search in embodied cognitive science. Specifically, they drew aparallel between Heidegger’s notion of readiness-to-hand andthe concept of an extended cognitive system (Clark 2008) bylooking for the presence or absence of interaction-dominantdynamics (Holden, van Orden, and Turvey 2009; Ihlen andVereijken 2010) in a hand/mouse system. We share Dotov,Nie and Chemero’s optimism about the potential for cross-pollination between phenomenology and cognitive science, butwe think that it can be better advanced through a shift in fo-cus. First, we argue in favor of using Maurice Merleau-Ponty’sphenomenological theory as the philosophical foundation forexperimental research in embodied cognitive science. Sec-ond, we describe an audio-visual tracking task in virtual realitythat we designed and used to empirically investigate human-environment coupling and interactivity. In addition to provid-ing further support for phenomenologically-inspired empiricalcognitive science, our research also offers a more generaliz-able scientific treatment of the interaction between humans andtheir environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "phenomenology; embodiment; interactivity;agent-environment systems" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8zp469x7", "frozenauthors": [ { "first_name": "Guilherme", "middle_name": "", "last_name": "Sanches de Oliveira", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Riehm", "name_suffix": "", "institution": "University of Cincinnati", "department": "" }, { "first_name": "Colin", "middle_name": "T.", "last_name": "Annand", "name_suffix": "", "institution": "University of Cincinnati", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28592/galley/18463/download/" } ] }, { "pk": 28764, "title": "Belief dynamics extraction", "subtitle": null, "abstract": "Animal behavior is not driven simply by its current observa-tions, but is strongly influenced by internal states. Estimatingthe structure of these internal states is crucial for understand-ing the neural basis of behavior. In principle, internal statescan be estimated by inverting behavior models, as in inversemodel-based Reinforcement Learning. However, this requirescareful parameterization and risks model-mismatch to the ani-mal. Here we take a data-driven approach to infer latent statesdirectly from observations of behavior, using a partially ob-servable switching semi-Markov process. This process has twoelements critical for capturing animal behavior: it captures non-exponential distribution of times between observations, andtransitions between latent states depend on the animal’s actions,features that require more complex non-markovian models torepresent. To demonstrate the utility of our approach, we applyit to the observations of a simulated optimal agent performinga foraging task, and find that latent dynamics extracted by themodel has correspondences with the belief dynamics of theagent. Finally, we apply our model to identify latent states inthe behaviors of monkey performing a foraging task, and findclusters of latent states that identify periods of time consistentwith expectant waiting. This data-driven behavioral model willbe valuable for inferring latent cognitive states, and thereby formeasuring neural representations of those states.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Belief dynamics; Foraging; Partially observableswitching semi-Markov process; Animal behavior" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5pq7w2sz", "frozenauthors": [ { "first_name": "Arun", "middle_name": "", "last_name": "Kumar", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Zhengwei", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Baylor College of Medicine", "department": "" }, { "first_name": "Xaq", "middle_name": "", "last_name": "Pitkow", "name_suffix": "", "institution": "Rice University", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Schrater", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28764/galley/18635/download/" } ] }, { "pk": 28578, "title": "Benefits of active control of study in autistic children", "subtitle": null, "abstract": "Previous research with typically developing (TD) childrenand adults show an advantage of active control for episodicmemory as compared to conditions lacking this control. Thepresent study attempts to replicate this effect in autisticchildren. Six- to 12-year-old autistic children (n = 30) wereinstructed to remember as many of 64 presented objects aspossible. For half of the materials presented, participantscould decide the order and pacing of study (Active condition).For the other half, they passively observed the study decisionsof a previous participant (Yoked condition). We found thatrecognition memory was more accurate for objects studied inthe active as compared to the yoked condition, even after aweek-long delay. The magnitude of the effect was comparableto that obtained in previous studies with TD children andadults, suggesting a strong robustness for the benefits ofactive learning. We discuss how pedagogical approaches maybe encouraged to utilize self-directed learning strategies topromote inclusive learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning; Autism Spectrum Disorder;Enactment Effect; recognition memory; pedagogy" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n71k2zc", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Perri", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Valentina", "middle_name": "", "last_name": "Fantasia", "name_suffix": "", "institution": "University of Rome", "department": "" }, { "first_name": "Douglas", "middle_name": "", "last_name": "Markant", "name_suffix": "", "institution": "University of North Carolina, Charlotte", "department": "" }, { "first_name": "Costanza", "middle_name": "", "last_name": "De Simone", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Gianni", "middle_name": "", "last_name": "Valeri", "name_suffix": "", "institution": "Bambino Gesù - Piazza di Sant'Onofrio", "department": "" }, { "first_name": "Azzurra", "middle_name": "", "last_name": "Ruggeri", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28578/galley/18449/download/" } ] }, { "pk": 29082, "title": "Be timely: when gaps are more than symptoms", "subtitle": null, "abstract": "Recently, turn-taking gaps, or unfilled pauses, have been viewed as a symptom or by-product of predictive planningmechanisms in speech production (Levinson & Torreria, 2015). Other works has shown that gaps can take signalingfunctions and that this is governed by politeness (Bgels, Kendrick, & Levinson, 2015). Two mouse-tracking experimentsexamined when gaps are interpreted as a symptom of processing or as a signal. This was tested by examining how gapsare interpreted in tandem to scalar implicatures (Bonneferon, Dahl, & Holtgraves, 2015). Experiment 1 found that longergaps slightly reduce implicature rates at longer gaps and these longer gaps do not lead to faster implicature responses.Experiment 2 found that filled and unfilled pauses (gaps) both signal hesitation, though filled pauses signaled hesitation atshort gaps. Overall, these experiments show that gaps lengths can have signaling functions beyond politeness and questionbias.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6sb1892w", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Tomlinson", "name_suffix": "", "institution": "Leibniz Centre for General Linguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29082/galley/18953/download/" } ] }, { "pk": 29162, "title": "Beyond divergent thinking: Measuring creative process and achievement in youngchildren", "subtitle": null, "abstract": "Creativity is an elusive construct that is difficult to measure in children, and divergent thinking tasks have been overusedand may be unreliable as measures of creativity (Baer, 2011). This study examines creative process and achievement inchildren using a problem-solving task (Daehler & Chen, 1993). Children (N=98) ages 4 to 6 tried removing a ball from ajar using common objects. Success with retrieving the ball was a measure of creative achievement. Creative process wasassessed by coding creative behaviors such as object exploration, combinations, manipulation, and ball retrieval attempts.Results suggest differences in creative behaviors between successful and unsuccessful children. Successful participantscreated more unique object combinations (p=0.02), spent more time manipulating (p=0.05), and spent less time attemptingto retrieve the ball (p=0.02) than unsuccessful children. Results suggest that this task moves beyond divergent thinkingassessments by measuring both creative process and achievement in children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/98t5277z", "frozenauthors": [ { "first_name": "Natalie", "middle_name": "", "last_name": "Evans", "name_suffix": "", "institution": "Temple University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29162/galley/19033/download/" } ] }, { "pk": 28426, "title": "Beyond number: Towards a unified view of dimensional reasoningin perception, cognition, and language", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "quantitative scales; analog magnitude systems;transitive inference; ordinality; comparative reasoning; animalbehavior; conceptual development; language; psychophysics;" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7c08c0dz", "frozenauthors": [ { "first_name": "Stella", "middle_name": "", "last_name": "Lourenco", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Aulet", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Cantlon", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Pooja", "middle_name": "", "last_name": "Paul", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28426/galley/18297/download/" } ] }, { "pk": 28410, "title": "Beyond the Ivory Tower: Non-Academic Career Paths for Cognitive Scientists", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "professional development; non-academic; careers;\nindustry; non-profit; government" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9qd7k6qg", "frozenauthors": [ { "first_name": "Vanessa", "middle_name": "R.", "last_name": "Simmering", "name_suffix": "", "institution": "ACT, Inc.", "department": "" }, { "first_name": "Carissa", "middle_name": "L.", "last_name": "Shafto", "name_suffix": "", "institution": "Brightfield Strategies", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28410/galley/18281/download/" } ] }, { "pk": 28872, "title": "Big, hot, or bright? Integrating cues to perceive home energy use", "subtitle": null, "abstract": "Despite constantly using energy and having extensive interactions\nwith household appliances, people consistently mis-estimate the\namount of energy that is used by home appliances. This poses\nmajor problems for conservation efforts, while also presenting an\ninteresting case study in human perception. Since many forms of\nenergy used are not directly perceptible, and since the amount of\nenergy that is being used by an appliance is often difficult to infer\nfrom appearances alone, people often rely on cues. Some of these\ncues are more reliable than others and previous literature has\ninvestigated which of these cues people rely on. However, past\nliterature has always studied these proximal cues in isolation—\ndespite the fact that, during real-world perception, people are\nalways integrating a variety of cues. Here, we investigate how\npeople rely on a variety of cues, and how individual differences\nin the reliance on those cues predicts the ability to estimate home\nenergy use.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "energy; perception; estimation; home appliances;\nmulti-dimensional scaling" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83z4w09n", "frozenauthors": [ { "first_name": "Eleanor", "middle_name": "B.", "last_name": "Schille-Hudson", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Tyler", "middle_name": "", "last_name": "Margehtis", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Deidra", "middle_name": "", "last_name": "Miniard", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Shahzeen", "middle_name": "Z", "last_name": "Attari", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28872/galley/18743/download/" } ] }, { "pk": 28940, "title": "Big, Little, or Both? Exploring the Impact of Granularity on Learning forStudents with Different Incoming Competence", "subtitle": null, "abstract": "We explored the impact of three types of decision granularity,problem level (Prob), step level (Step), and both problem andstep levels (Both), on student learning. We first conducted anempirical study to directly compare the three conditions andthen three subsequent studies to evaluate one or two of thethree conditions. Overall our empirical results showed therewas no significant difference among the three conditions. Wefurther split students into different groups based on their per-formances on the single-principle and the multiple-principleproblems in the pre-test. Solving the single-principle problemsonly involves one step while solving the multiple-principleones involves generating multiple steps in a logic order. Wedefine High students as those who were correct on all single-principle problems and at least one multiple-principle ones inthe pre-test, Low students as those who were correct on someor all single-principle problems but no multiple-principle ones,and the rest are in the Medium group. Our empirical resultsshowed that for Low students, Both can be better than Step.For the Medium and High students, no clear conclusions couldbe drawn because of small sample sizes. As a result, in apost-hoc analysis all students were combined by their assignedconditions. Overall, while no significant difference was foundamong the three conditions, we found that the impact of threetypes of granularity, Prob, Step, and Both differs significantlyfor High vs. Low students: Both, Step > Prob for the Highstudents and Both, Prob > Step for the Low students. No clearconclusions could be drawn for the Medium group due to itssmall sample sizes. In short, while Prob could be effective forLow students but ineffective for High ones and Step could beeffective for High students but ineffective for Low ones, Bothseemed to be effective for both High and Low students.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "granularity" }, { "word": "worked example" }, { "word": "problem solving" }, { "word": "student competence" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/59c86503", "frozenauthors": [ { "first_name": "Guojing", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Xi", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "North Carolina State University", "department": "" }, { "first_name": "Min", "middle_name": "", "last_name": "Chi", "name_suffix": "", "institution": "North Carolina State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28940/galley/18811/download/" } ] }, { "pk": 28730, "title": "Book Design, Attention, and Reading Performance: Current Practices andOpportunities for Optimization", "subtitle": null, "abstract": "Becoming a proficient reader is a critical skill that supportsfuture learning. Toward the end of the primary grades,reading becomes increasingly automatized, and children beginto transition from learning-to-read to reading-to-learn. Yet,the design of beginning reader books may be suboptimal fornovice readers. Colorful illustrations that contain irrelevantinformation (i.e., seductive details) presented in closeproximity to the text may increase attentional competitionbetween these sources of information; thus, hamperingdecoding and reading comprehension. Study 1 examines thishypothesis by experimentally manipulating components of thebook design (e.g., presence/absence of seductive details) andinvestigating its effect on attention and reading performancein first grade students. In Study 2, we conduct an analysis inwhich we identify common design features in books forbeginning readers and examine the prevalence of designfeatures that were found to tax attention in Study 1 and inprior research. Collectively this work identifies an importantopportunity in which instructional materials can be optimizedto better support children as they learn-to-read.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention; selective sustained attention; readingcomprehension" }, { "word": "decoding" }, { "word": "Reading" }, { "word": "Book design" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3nn6c7np", "frozenauthors": [ { "first_name": "Karrie", "middle_name": "E.", "last_name": "Godwin", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Cassondra", "middle_name": "M.", "last_name": "Eng", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Grace", "middle_name": "W.", "last_name": "Murray", "name_suffix": "", "institution": "Kent State 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": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28730/galley/18601/download/" } ] }, { "pk": 28911, "title": "Both thematic role and next-mention biases affect pronoun use in Dutch", "subtitle": null, "abstract": "An important question is whether speakers consider listeners’expectations when choosing whether to use a pronoun. It hasbeen suggested that certain thematic roles are more expectedto be mentioned again, and are therefore more likely to bepronominalized. In the present study, we aim to disentanglepredictability effects on pronoun use from thematic-role ef-fects. To this end, we conducted two web-based continuationexperiments in Dutch, in which the next-mention biases asso-ciated with Source-Goal and Agent-Patient verbs were ma-nipulated to create a shift in the bias. Experiment 1 confirmedthat the manipulations changed the biases. Experiment 2showed that while thematic role mainly influenced demon-strative and full pronoun use for non-subjects, next-mentionbiases played a role in the choice between reduced and fullpronouns and between pronouns and full NPs, irrespective ofthematic role or grammatical function. Thus, thematic roleand predictability seem to affect pronoun use in differentways.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Dutch; next-mention biases; predictability; pro-nouns; referring expressions; thematic role" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4n16608b", "frozenauthors": [ { "first_name": "Jorrig", "middle_name": "", "last_name": "Vogels", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28911/galley/18782/download/" } ] }, { "pk": 28986, "title": "Boundaries of Creativity: Thick or Thin Organization?", "subtitle": null, "abstract": "Semantic organization of knowledge has a long history in theories of creativity. Flexibility of thinking and distant connec-tions are indispensable elements of a creative network. Simultaneously, convergence of thoughts and evaluation of ideas areessential at many stages of the creative process. The current study evaluates these complementary aspects through the lensof an exploratory concept known as mental boundaries. Correlation analyses are used to compare flexible and rigid ten-dencies of organizing the world, the concepts of intellect, schizotypy, perfectionism, divergent thinking and self-perceivedcreativity. Results (n = 316) reveal an interesting contrasting pattern where divergent thinking is significantly related toflexible internal and external organizations, whereas self-perceived creativity is significantly related to rigid external andnon-significantly related to rigid internal organizations. The present findings have implications for the measurement ofcreativity and the identification of factors that facilitate the creative process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/819715qt", "frozenauthors": [ { "first_name": "Jean-Christophe", "middle_name": "", "last_name": "Goulet-Pelletier", "name_suffix": "", "institution": "University of Ottawa", "department": "" }, { "first_name": "Denis", "middle_name": "", "last_name": "Cousineau", "name_suffix": "", "institution": "University of Ottawa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28986/galley/18857/download/" } ] }, { "pk": 29195, "title": "Boundedness in event and object cognition", "subtitle": null, "abstract": "The semantic property of boundedness characterizes the presence of well-defined spatio-temporal boundaries for eventsor objects in language (Bach, 1986; Frawly, 1992; Jackendoff, 1991). Little research has tested whether this propertyactually characterizes event and object cognition (but see Wellwood, Hespos, & Rips, 2018). We showed participantsvideos of bounded events where a salient change in state of the affected object(s) occurred (e.g., dressing a teddy bear)and unbounded events that lacked a salient change (e.g., waving a handkerchief). Participants decided whether a videomatched with a picture of a single novel object or a picture of a novel substance (object/substance pictures were adoptedfrom Li, Dunham, & Carey, (2009)). Participants tended to pair a bounded event with an object and an unbounded eventwith a substance, and were in fact better at establishing the former connection. We conclude that boundedness underliesthe cognitive representation of both events and objects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1z2229wp", "frozenauthors": [ { "first_name": "Yue", "middle_name": "", "last_name": "Ji", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Delaware", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29195/galley/19066/download/" } ] }, { "pk": 29218, "title": "Brain responses to verbal mismatches and case marking mismatches: adolescentsvs. Adults", "subtitle": null, "abstract": "This study investigated Korean adolescents behavioral and neural responses to the semantic and syntactic anomalies inKorean compared with adults, focusing on the case marking mismatches. EEG data were collected from 16 Korean ado-lescents (12 males, aged 12-14 years) using a picture sentence verification task regarding (A) verbal mismatch [AGENT-NOM + Verb/*Verb] (e.g., - /*; Brother-ka catches/*bites) and (B) case marker mismatch [AGENT-NOM/*ACC + Verb](e.g., -/*- ; Brother-ka/*-lul catches). The behavioral results showed 95% accuracy of their judgment regardless of condi-tions.The ERP data revealed differences between the conditions: N400 was elicited for verbal mismatches as well as forcase marker mismatches. The results are different from data collected from Korean adults, where the syntactic anomalieselicited early negativity at the case marker in addition to the N400 at the verb. The different ERP responses between adultsand adolescents to the syntactic anomalies provide evidence for the continuous development of human brains.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1q06126f", "frozenauthors": [ { "first_name": "Sun-Young", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "Cyber Hankuk University of Foreign Studies", "department": "" }, { "first_name": "Jinhee", "middle_name": "", "last_name": "Jeong", "name_suffix": "", "institution": "Hankuk University of Foreign Studies", "department": "" }, { "first_name": "Eun", "middle_name": "Kyoung", "last_name": "Lee", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Ha-A-Yan", "middle_name": "", "last_name": "Jang", "name_suffix": "", "institution": "Sogang University", "department": "" }, { "first_name": "Sook", "middle_name": "Whan", "last_name": "Cho", "name_suffix": "", "institution": "Sogang University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29218/galley/19089/download/" } ] }, { "pk": 29036, "title": "Bringing Order to the Cognitive Fallacy Zoo", "subtitle": null, "abstract": "Investigations into human decision-making have led to the discovery of numerous cognitive biases and fallacies, with newones continually emerging, leading to a state of affairs which can fairly be characterized as the cognitive fallacy zoo! In thiswork, we formally present a principled way to bring order to this zoo. We introduce the idea of establishing implicationrelationships (IRs) between cognitive fallacies, formally characterizing how one fallacy implies another. IR is analogousto, and partly inspired by, the concept of reduction in computational complexity theory. We present several examples of IRsinvolving experimentally well-documented fallacies: base-rate neglect, availability bias, conjunction fallacy, decoy effect,framing effect, and Allais paradox. We conclude by discussing how our work: (i) allows for identifying those pivotalcognitive fallacies whose investigation would be the most rewarding research agenda, and (ii) permits a systematized,guided research program on cognitive fallacies, motivating influential theoretical as well as experimental avenues of futureresearch.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9bx848cj", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "William", "middle_name": "", "last_name": "Campoli", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Shultz", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29036/galley/18907/download/" } ] }, { "pk": 28697, "title": "Building blocks of computational thinking:Young children’s developing capacities for problem decomposition", "subtitle": null, "abstract": "Computational thinking (CT) refers to a range of problem-solving skills applicable to computer science and everyday life.Although recent research in developmental cognitive sciencesuggests mental capacities relevant to CT may emerge quiteearly in life, research on CT, and computer science educa-tion more generally, has made little contact with this litera-ture. As a way to better bridge these fields, we explore thedevelopment of problem decomposition, a critical feature ofCT, in the spatial domain. We ask whether young childrencan break a complex spatial problem down into subcompo-nents that can be reassembled to solve the overarching prob-lem. Across two experiments (Exp.1: 4- to 7-year-olds; Exp.2:3- to 5-year-olds) that involve constructing block structures,we demonstrate that some of the key capacities underlyingproblem decomposition begin to emerge in preschool years anddevelop throughout early childhood. Although preschool-agedchildren struggle to solve an open-ended decomposition prob-lem that requires generation and execution of decompositionplans, even 4-year-olds can successfully evaluate the viabilityof these plans. These results suggest that experimental meth-ods in developmental cognitive science can inform CS edu-cation research that focuses on promoting CT; by identifyingwhen and how CT concepts emerge in early childhood, we canbetter create age-appropriate educational tools.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "computational thinking; problem decomposition;problem solving; cognitive development; intuitive physics" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5tt891kg", "frozenauthors": [ { "first_name": "Griffin", "middle_name": "", "last_name": "Dietz", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "James", "middle_name": "A.", "last_name": "Landay", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28697/galley/18568/download/" } ] }, { "pk": 28452, "title": "Building Individual Semantic Networks and Exploring their Relationships withCreativity", "subtitle": null, "abstract": "The associative theory of creativity suggests that creativeabilities rely on the organization of semantic associations inmemory. Recent research has demonstrated that semanticnetwork methods allow testing this hypothesis. The aim of thecurrent study was to investigate the properties of semanticnetworks at the individual level, in relation to creative abilities.Semantic judgement ratings were used to estimate individualsemantic networks, whose topological properties measured byseveral graph metrics were correlated with individual creativityscores. We found a correlation between the theoretical semanticdistance of our stimuli and the relatedness ratings given by theparticipants, demonstrating the validity of our approach.Importantly, we found a close relationship between creativeabilities assessed by an achievement questionnaire and divergentthinking tasks and individual semantic network metrics,replicating and extending previous similar findings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "creativity; semantic networks; network science;associative thinking" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/90z4k8b0", "frozenauthors": [ { "first_name": "Matthieu", "middle_name": "", "last_name": "Bernard", "name_suffix": "", "institution": "Institut du Cerveau", "department": "" }, { "first_name": "Yoed", "middle_name": "N.", "last_name": "Kenett", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Marcela", "middle_name": "", "last_name": "Ovando-Tellez", "name_suffix": "", "institution": "Institut du Cerveau", "department": "" }, { "first_name": "Mathias", "middle_name": "", "last_name": "Benedek", "name_suffix": "", "institution": "University of Graz", "department": "" }, { "first_name": "Emmanuelle", "middle_name": "", "last_name": "Volle", "name_suffix": "", "institution": "Institut du Cerveau", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28452/galley/18323/download/" } ] }, { "pk": 29071, "title": "Can a forward posture enhance willingness to change ones own attitude in decisionmaking? Nudging with embodied cognition approach", "subtitle": null, "abstract": "Recently, nudging approaches wherein peoples decisions are altered in a predictable direction have attracted attention.Conversely, many embodied cognition approaches that relate peoples mind with their body have been studied in cognitivescience. Based on these approaches, we investigated whether a forward posture (defined by leaning forward in a chair)generated by the environment can enhance a particular decision. We also evaluated the types of decisions that are likelyto be enhanced by the forward posture. Behavioral experiments via a forward or normal chair where the seat allows littleor no lean revealed that a forward posture can affect the decision making, particularly participants willingness to changetheir own attitude. We discuss the possible applications of leading predictable decisions from the environment and settingthe decision environment in the real world.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4nx1s9zp", "frozenauthors": [ { "first_name": "Masaru", "middle_name": "", "last_name": "Shirasuna", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Hidehito", "middle_name": "", "last_name": "Honda", "name_suffix": "", "institution": "Yasuda Womens 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": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29071/galley/18942/download/" } ] }, { "pk": 29174, "title": "Can children develop novel tools to solve problems via analogical generalization?Kind of!", "subtitle": null, "abstract": "Recent research has examined whether children can modify tools to solve novel problems. For example, when childrenare given a pipe cleaner with the goal to retrieve a little bucket at the bottom of a tube, will they realize that bending thepipe cleaner into a hook will solve the problem? Children younger than 7 almost all fail at this task, and children under10 are far from ceiling. Because problem solving is often helped via generalization from analogous problems, the currentstudy examined whether children in this task could take advantage of being read a story (with pictures) about fishing,emphasising the importance of hooks. Interesting we found an interaction wherein preschool children were helped bythe analogy, while school-aged children were not, who also solved the task at much higher rates overall (but still belowceiling).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/81s7h4p0", "frozenauthors": [ { "first_name": "Micah", "middle_name": "", "last_name": "Goldwater", "name_suffix": "", "institution": "University of Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29174/galley/19045/download/" } ] }, { "pk": 29099, "title": "Can Paradigmatic Relations be Learned Implicitly?", "subtitle": null, "abstract": "A wealth of statistical learning research has provided evidence that regularities in which items co-occur (referred to hereas syntagmatic) can be learned implicitly. However, it is not known whether higher-order relations can also be learnedimplicitly. Here we present two experiments that investigate whether regularities, where items do not co-occur but insteadshare co-occurrence with each other (referred to here as paradigmatic), can be learned implicitly. In Experiment 1, weused a traditional auditory statistical learning paradigm where participants passively listened to an auditory stream con-taining syntagmatic and paradigmatic regularities and found evidence only of syntagmatic learning. In Experiment 2, weinstructed participants to attend to items during the training session and found evidence of learning paradigmatic relationsin participants who demonstrated high-level of syntagmatic learning. The results are discussed in terms of the limits ofimplicit learning and the role of attentional mechanisms in learning higher-order statistical regularities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5tg3s3fc", "frozenauthors": [ { "first_name": "Hyungwook", "middle_name": "", "last_name": "Yim", "name_suffix": "", "institution": "The University of Melbourne", "department": "" }, { "first_name": "Olivera", "middle_name": "", "last_name": "Savic", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Layla", "middle_name": "", "last_name": "Unger", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Dennis", "name_suffix": "", "institution": "The University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29099/galley/18970/download/" } ] }, { "pk": 28871, "title": "Capturing Intra-and Inter-Brain Dynamics\nwith Recurrence Quantification Analysis", "subtitle": null, "abstract": "We investigated the application of non-linear analysis\ntechniques for capturing stability of neural oscillatory activity\nwithin and across brains. Recurrence Quantification Analysis\n(RQA), a technique that has been applied to detect stability\nand flexibility of motor performance, was extended to observe\nand quantify changes in patterns of non-linear neural activity.\nParticipants synchronized their finger-tapping with a\nconfederate partner who tapped at two different rhythms\nwhile neural activity was recorded from both partners using\nelectroencephalography (EEG). Auto-recurrence (intra-brain)\nand cross-recurrence (inter-brain) of EEG activity were able\nto distinguish differences across tapping rhythms in stability\nof neural oscillatory activity. We also demonstrated the\nefficacy of RQA to capture how both period and phase\nchanges in neural dynamics evolve over time.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "joint action; neural dynamics;\nelectroencephalography; recurrence quantification analysis" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3t00c8tv", "frozenauthors": [ { "first_name": "Rebecca", "middle_name": "", "last_name": "Scheurich", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Brian", "middle_name": "", "last_name": "Mathias", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Alexander", "middle_name": "P.", "last_name": "Demos", "name_suffix": "", "institution": "University of Illinois at Chicago", "department": "" }, { "first_name": "Caroline", "middle_name": "", "last_name": "Palmer", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Zamm", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28871/galley/18742/download/" } ] }, { "pk": 29269, "title": "Categorical rhythms shared between songbirds and humans", "subtitle": null, "abstract": "Rhythm the organization of sounds in time is a universal feature of human music. Of the infinite ways of organizingevents in time, human rhythms are distributed categorically. We compared rhythms of classical piano playing and fingertapping to rhythms of thrush nightingale songs. Across species, we found similar common rhythms, as relative durationsof intervals formed three categories: isochronous 1:1 rhythms, small integer ratio rhythms, and high ratio ornaments. Inboth species, those categories were invariant within extended ranges of tempi, indicating natural classes. In all cases, thenumber of rhythm categories decreased with higher tempi. Finally, in birdsong, high ratios (ornaments) were derived fromvery fast rhythms containing inflexible (probably uncontrollable) interval ratios. These converging results indicate thatbirds and humans similarly create simple rhythm categories from a continuous temporal space. Such natural categoriescan promote cultural transmission of rhythmic sounds a feature that songbirds and humans share.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7682j3x0", "frozenauthors": [ { "first_name": "Tina", "middle_name": "", "last_name": "Roeske", "name_suffix": "", "institution": "Max Planck Institute for Empirical Aesthetics", "department": "" }, { "first_name": "Ofer", "middle_name": "", "last_name": "Tchernichovski", "name_suffix": "", "institution": "Hunter College", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Poeppel", "name_suffix": "", "institution": "Max Planck Institute for Empirical Aesthetics", "department": "" }, { "first_name": "Nori", "middle_name": "", "last_name": "Jacoby", "name_suffix": "", "institution": "Max Planck Institute for Empirical Aesthetics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29269/galley/19140/download/" } ] }, { "pk": 28970, "title": "Category-Specific Verb-Semantic Naming Deficit in Alzheimers Disease: Evidencefrom a Dynamic Action Naming Task", "subtitle": null, "abstract": "Numerous studies have found category-specific semantic deficits in Alzheimers disease (AD). Thus far, however, only asmall number of studies have investigated how semantic categories lexicalized by verbs are represented, and how thesecategories might be impaired in AD. We investigated the representation and breakdown of verb knowledge employingdifferent syntactic and semantic classes of verbs in a group of probable AD patients (N=10) and matched controls. Inour main task, we employed movies of events and states depicting verbs belonging to three different classes: causatives,perception/psychological, and movement verbs. These verbs differ with regards to their argument structure, the thematicroles they assign, and their hypothetical semantic templates. Patients had more difficult employing verbs of the percep-tion/psychological class. We suggest that thematic roles play the most important role in verb semantic representations. Wefurther suggest that verbs are not represented by decompositional semantic templates.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4qk4h09d", "frozenauthors": [ { "first_name": "Roberto", "middle_name": "", "last_name": "de Almeida", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Forouzan", "middle_name": "", "last_name": "Mobayyen", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Eva", "middle_name": "", "last_name": "Kehayia", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Caitlyn", "middle_name": "", "last_name": "Antal", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Vasavan", "middle_name": "", "last_name": "Nair", "name_suffix": "", "institution": "Douglas Mental Health University Institute", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Schwartz", "name_suffix": "", "institution": "Douglas Mental Health University Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28970/galley/18841/download/" } ] }, { "pk": 28832, "title": "Causal intervention strategies change across adolescence", "subtitle": null, "abstract": "Intervening on causal systems can illuminate their underlyingstructures. Past work has shown that, relative to adults, youngchildren often make intervention decisions that confirm sin-gle hypotheses rather than those that discriminate alternativehypotheses. Here, we investigated how the ability to make in-formative intervention decisions changes across development.Ninety participants between the ages of 7 and 25 completed40 different puzzles in which they had to intervene on vari-ous causal systems to determine their underlying structures.We found that the use of discriminatory strategies increasedthrough adolescence and plateaued into adulthood. Our resultsidentify a clear developmental trend in causal reasoning, andhighlight the need to expand research on causal learning mech-anisms in adolescence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; information-seeking; hy-pothesis testing; causal learning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3h85r4xb", "frozenauthors": [ { "first_name": "Kate", "middle_name": "", "last_name": "Nussenbaum", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Alexandra", "middle_name": "O.", "last_name": "Cohen", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Zachary", "middle_name": "J.", "last_name": "Davis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Halpern", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "M.", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Catherine", "middle_name": "A.", "last_name": "Hartley", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28832/galley/18703/download/" } ] }, { "pk": 29224, "title": "Causal Structure and Probability Information Modulate the Preference for SimpleExplanations", "subtitle": null, "abstract": "Are simple explanations better? Research has shown that people favor simple explanations (defined as number of unex-plained causes; Lombrozo, 2007; Pacer & Lombrozo, 2017), but new findings suggest that under some conditions, com-plexity is preferred (Johnson et al., in press; Zemla et al., 2017). We explore three features that could affect preferences:causal structure, baserates, and likelihoods. Adults (N=544) read one simple and one complex explanation following oneof three causal structures. Simplicity preferences were strongest for one vs. two causes explaining two independent ef-fects, modest for one vs. two jointly sufficient causes explaining one effect, and reversed (to favor complexity) for one vs.two independently sufficient causes explaining one effect. When baserates and likelihoods were specified and matched,simplicity preferences were attenuated, while complexity preferences were sometimes reversed. These findings suggestthat simplicity preferences are moderated by several factors and point to a more unified account of explanatory reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9sz4f6s1", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Liquin", "name_suffix": "", "institution": "Princeton Univerisity", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "Princeton Univerisity", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29224/galley/19095/download/" } ] }, { "pk": 29106, "title": "Change and social distribution of figurative languageon Uruguayan female population", "subtitle": null, "abstract": "Metaphors change through time in different cultures, languages and across generations.This research aimed to test the change and social distribution of some metaphors inUruguayan Spanish. This study tested figurative expressions for the metaphors BEING INTHE OVEN IS DIFFICULTIES / HAZARDNESS, BANKING SOMETHING OR SOMEBODYIS BEARING IT and TO BE FLYING IS DOING SOMETHING WELL. On a multiple choiceonline questionnaire 267 Uruguayan female chose the meaning and the frequency that theybelieve they use previous metaphors. By using Multiple Correspondence Analysis (MCA) asa visual exploratory statistical tool, the study suggested Cultural Immersion and MetaphoricalProficiency as dimensions for explaining the social distribution of the aforementionedmetaphors. But even though MCA seems to be a useful tool for understanding themetaphors’ vitality, the short percentage of the variance explained by the dimensionssuggests introducing additional categories for obtaining an adequate proportion of thisvariance.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/88v3g3c3", "frozenauthors": [ { "first_name": "Roberto", "middle_name": "", "last_name": "Aguirre", "name_suffix": "", "institution": "Center of Basic Research in Psychology. Uruguay", "department": "" }, { "first_name": "Manuel", "middle_name": "", "last_name": "García-Ruiz", "name_suffix": "", "institution": "University Institute of de Lisbon", "department": "" }, { "first_name": "Yliana", "middle_name": "", "last_name": "Rodríguez", "name_suffix": "", "institution": "Foreign Languages Center", "department": "" }, { "first_name": "Mauricio", "middle_name": "", "last_name": "Castillo", "name_suffix": "", "institution": "Center of Basic Research in Psychology. Uruguay", "department": "" }, { "first_name": "María", "middle_name": "Noel", "last_name": "Macedo", "name_suffix": "", "institution": "Center of Basic Research in Psychology. Uruguay", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29106/galley/18977/download/" } ] }, { "pk": 28494, "title": "Character-based Surprisal as a Model ofReading Difficulty in the Presence of Errors", "subtitle": null, "abstract": "Intuitively, human readers cope easily with errors in text; ty-pos, misspelling, word substitutions, etc. do not unduly disruptnatural reading. Previous work indicates that letter transposi-tions result in increased reading times, but it is unclear if thiseffect generalizes to more natural errors. In this paper, we re-port an eye-tracking study that compares two error types (let-ter transpositions and naturally occurring misspelling) and twoerror rates (10% or 50% of all words contain errors). We findthat human readers show unimpaired comprehension in spiteof these errors, but error words cause more reading difficultythan correct words. Also, transpositions are more difficult thanmisspellings, and a high error rate increases difficulty for allwords, including correct ones. We then present a computa-tional model that uses character-based (rather than traditionalword-based) surprisal to account for these results. The modelexplains that transpositions are harder than misspellings be-cause they contain unexpected letter combinations. It also ex-plains the error rate effect: expectations about upcoming wordsare harder to compute when the context is degraded, leading toincreased surprisal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "human reading" }, { "word": "eye-tracking" }, { "word": "errors" }, { "word": "computa-tional modeling" }, { "word": "surprisal" }, { "word": "neural networks." } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19d8v8tj", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Frank", "middle_name": "", "last_name": "Keller", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Yonatan", "middle_name": "", "last_name": "Bisk", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Yonatan", "middle_name": "", "last_name": "Belinkov", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28494/galley/18365/download/" } ] }, { "pk": 28531, "title": "Children Learn Words Better in Low Entropy", "subtitle": null, "abstract": "During their first year, infants learn to name objects. To do so,\nthey need to segment speech, extract the label and map it to the\ncorrect referent. While children successfully do so in the wild,\nprevious results suggest they struggle to simultaneously learn\nsegmentation and object-label pairings in the lab. Here, we ask\nif some of children’s difficulty is related to the uniform\ndistribution they were exposed to, since it differs from that of\nnatural language, and has high entropy (making it less\npredictable). Will a low entropy distribution facilitate\nchildren’s performance in these two tasks? We looked at\nchildren’s (mean age=10;4 years) simultaneous segmentation\nand object-label mapping of words in an artificial language\ntask. Low entropy (created by making one word more frequent)\nfacilitated children's performance in both tasks. We discuss the\nimportance of using more ecologic stimuli in the lab,\nspecifically- distributions with lower entropy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Statistical learning; Multi-modal cues; Word\nsegmentation; Word learning; Entropy; Children." } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37p381r7", "frozenauthors": [ { "first_name": "Ori", "middle_name": "", "last_name": "Lavi-Rotbain", "name_suffix": "", "institution": "The Hebrew University Jerusalem", "department": "" }, { "first_name": "Inbal", "middle_name": "", "last_name": "Arnon", "name_suffix": "", "institution": "The Hebrew University Jerusalem", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28531/galley/18402/download/" } ] }, { "pk": 28713, "title": "Children master the cardinal significance of counting after they learn to count", "subtitle": null, "abstract": "Children learn the meaning of number words by going througha systematic set of stages of knowledge that culminates in theirmastery of counting. Theoretical work has long suggested thatchildren’s acquisition of counting is not procedural, butsemantic: all counters understand that counting computescardinality. Yet, recent research has cast doubt on whetherearly counters truly understand the meaning of these words.Here we show that early counters also have an immatureunderstanding of how one-to-one correspondence between anordered list and a set of objects can be used to compute exactcardinality. Nonetheless, this understanding is improved whencues to quantity, such as size, are highlighted. Our results addto a growing body of work suggesting that counting is not afinal stage in children’s path to number, but a powerful toolthat they can use to build and strengthen their intuitions aboutcardinalities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive development; number cognition; one-to-one correspondence" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02s2d437", "frozenauthors": [ { "first_name": "Madison", "middle_name": "", "last_name": "Flowers", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Lindsay", "middle_name": "", "last_name": "Stoner", "name_suffix": "", "institution": "University of Pennsylvania, Philadelphia", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28713/galley/18584/download/" } ] }, { "pk": 28478, "title": "Children, more than adults, rely on similarity to accessmultiple meanings of words", "subtitle": null, "abstract": "Past research has shown that adults can access multiplemeanings for a word, but little work has examined howchildren process multiple meanings. We tested 48 4- to 7-year-old children and 48 adults in a touchscreen picturerecognition task. Two meanings of the same word weredisplayed on successive trials, which varied according towhether the 2 meanings were unrelated (homonyms), related(polysemes), or repeated (same-meaning). Adults identifiedthe second meaning more quickly than the first in allconditions and to the same extent. Children, however,identified the second meaning more quickly only onpolysemy and same-meaning trials. This difference suggeststhat children are less capable of co-activating unrelatedmeanings, which raises the possibility that children mustlearn to do so over development. Despite the ubiquity ofpolysemy in language, our work is the first to show thatchildren’s processing of word representations is organizedby similarity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "polysemy" }, { "word": "lexical processing" }, { "word": "development" }, { "word": "Cognitive Development" }, { "word": "ambiguity" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76n241r4", "frozenauthors": [ { "first_name": "Sammy", "middle_name": "", "last_name": "Floyd", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Lew-Williams", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Adele", "middle_name": "E.", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28478/galley/18349/download/" } ] }, { "pk": 28902, "title": "Children’s causal inferences about past vs. future events", "subtitle": null, "abstract": "Causal and temporal reasoning are fundamentally linked, butfew studies have directly examined how the ability to makecausal inferences about the past vs. the future develops. We useda counterfactual reasoning task to explore 4- to 6-year-oldchildren’s understanding of the causal relationships among past,present, and future events. Like adults, even 4-year-olds judgedthat future, but not past, events could be altered by interventionsin the present. This early sensitivity to the causal asymmetrybetween the past and future became more pronounced with age.We also found that children and adults selectively andappropriately use evidence about the present to make inferencesabout past events. Implications for theoretical accounts of thedevelopment of causal reasoning and abstract concepts of timeare discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; temporal cognition; causalinference; counterfactual reasoning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75z0f0gm", "frozenauthors": [ { "first_name": "Katharine", "middle_name": "A.", "last_name": "Tillman", "name_suffix": "", "institution": "The University of Texas at Austin", "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": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28902/galley/18773/download/" } ] }, { "pk": 28662, "title": "Children’s exploration as a window into their causal learning", "subtitle": null, "abstract": "How do children’s beliefs about a causal system influence theirexploration of that system? Children watched an experimentertry to make a machine play music by placing blocks on top; oneblock always activated the machine and the other block neverdid (Deterministic condition), or one block activated the ma-chine a higher proportion of times than the other (Probabilisticcondition). Subsequently, we measured children’s exploratorybehaviors without feedback (the machine never activated). Wepredicted that children in the two conditions would differ intheir beliefs about how the system should work, leading to dif-ferent hypotheses about why the machine was no longer work-ing, and to differential exploration. Compared to the Proba-bilistic condition, children in the Deterministic condition in-tervened more often with the previously more effective block,experimented more with how to activate the machine, and ex-plored for less time. Children’s exploration provides a rich,nuanced view of their causal reasoning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; causal learning; causal un-certainty; statistical learning; exploration" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0281615v", "frozenauthors": [ { "first_name": "Sophie", "middle_name": "", "last_name": "Bridgers", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Yvonne", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28662/galley/18533/download/" } ] }, { "pk": 28889, "title": "Children’s Generalization of Novel Object Names in Comparison Contexts:\nAn eye tracking analysis", "subtitle": null, "abstract": "A common result is that comparison settings (i.e., several\nstimuli introduced simultaneously) favor conceptualization\nand generalization. In a comparison setting, we manipulated\nthe semantic distance between the two training items (e.g.,\ntwo bracelets versus a bracelet and a watch), and the semantic\ndistance between the training items and the test items (e.g., a\npendant versus a bow tie). We tested 5- and 8-year-old\nchildren’s generalization of novel names for objects. This\nstudy is the first one to study the temporal dynamics of\ncomparison in a generalization task with eye-tracking data.\nThe eye movement data revealed clear patterns of exploration\nin which participants first focused on the training items and\ncompared them with each of the choice options. We also\ncompared the search profiles for correct answers and errors.\nThe results show that participants first found commonalities\nin the learning items, which they compared with each items\nin the solution set. This pattern is consistent with an alignment\nview of generalization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "comparisons; conceptual distance;\ngeneralization; strategies; eye tracking measures" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41x3254k", "frozenauthors": [ { "first_name": "Ella", "middle_name": "", "last_name": "Stansbury", "name_suffix": "", "institution": "Université de Bourgogne Franche-Comté", "department": "" }, { "first_name": "Arnaud", "middle_name": "", "last_name": "Witt", "name_suffix": "", "institution": "Université de Bourgogne Franche-Comté", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "Université de Bourgogne Franche-Comté", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28889/galley/18760/download/" } ] }, { "pk": 28476, "title": "Children’s overextension as communication by multimodal chaining", "subtitle": null, "abstract": "Young children often stretch terms to novel objects when theylack the proper adult words—a phenomenon known as overex-tension. Psychologists have proposed that overextension relieson the formation of a chain complex, such that new objectsmay be linked to existing referents of a word based on a diverseset of relations including taxonomic, analogical, and predicate-based knowledge. We build on these ideas by proposing a com-putational framework that creates chain complexes by multi-modal fusion of resources from linguistics, deep learning net-works, and psychological experiments. We test our models ina communicative scenario that simulates linguistic productionand comprehension between a child and a caretaker. Our re-sults show that the multimodal semantic space accounts forsubstantial variation in children’s overextension in the liter-ature, and our framework predicts overextension strategies.This work provides a formal approach to characterizing lin-guistic creativity of word sense extension in early childhood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; linguistic creativity; overex-tension; word sense extension; multimodality; chaining; com-munication" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0g06w9b7", "frozenauthors": [ { "first_name": "Renato", "middle_name": "Ferreira", "last_name": "Pinto", "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": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28476/galley/18347/download/" } ] }, { "pk": 28854, "title": "Children’s Sentential Complement Use Leads the Theory of Mind Development\nPeriod: Evidence from the CHILDES Corpus", "subtitle": null, "abstract": "Converging evidence suggests that children’s linguistic and\ntheory of mind (ToM) development are linked. Specifically,\nlearning the sentential complement grammatical structure has\nbeen shown to play a causal role in the development of some\nfalse belief reasoning skills. Here, we extend this line of work\nto examine this relationship in the wild by means of a corpus\nanalysis of children’s speech during the typical period of ToM\ndevelopment. We show that children’s use of the sentential\ncomplement grammatical structure increases immediately\npreceding the ToM development period and plateaus shortly\nthereafter. Furthermore, we find that parents’ child-directed\nspeech follows a similar pattern.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "theory of mind; corpus analysis; sentential\ncomplement" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3n46b5ks", "frozenauthors": [ { "first_name": "Irina", "middle_name": "", "last_name": "Rabkina", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Constantine", "middle_name": "", "last_name": "Nakos", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Kenneth", "middle_name": "D.", "last_name": "Forbus", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28854/galley/18725/download/" } ] }, { "pk": 29110, "title": "Childrens Unscientific Conceptions Before and After Instruction in Space Science", "subtitle": null, "abstract": "Research has documented childrens difficulty reconciling observations of the sky (Earth-based perspective) with scientificmodels of the solar system (space-based perspective) (e.g., Vosniadou & Brewer, 1994). We developed a coding rubricto capture childrens explanations before and after instruction that emphasized relational learningmapping the spatial,temporal, and causal relations inherent in the day-night cycle. We focused on several key dimensions including theperspective of the child and their causal attributions, focusing primarily on their mental model (e.g., Sun goes up/down).We coded pre- and post-test videos from 3rd graders from two experiments (N=205) using the rubric. Results suggestthat (a) consistent with prior findings, children who received the instruction demonstrated fewer unscientific conceptionsabout Sun motion at posttest, and (b) these conceptions were more pronounced in modeling than in verbal responses. Weconclude that topics that require integration between Earth- and space-based perspectives are particularly challenging foryoung children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ph462bd", "frozenauthors": [ { "first_name": "Florencia", "middle_name": "", "last_name": "Anggoro", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Jee", "name_suffix": "", "institution": "Worcester State University", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "McCarthy", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Victoria", "middle_name": "", "last_name": "Jackson", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Demitria", "middle_name": "", "last_name": "Tsitsopoulos", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" }, { "first_name": "Loli", "middle_name": "", "last_name": "Karageorgiou", "name_suffix": "", "institution": "College of the Holy Cross", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29110/galley/18981/download/" } ] }, { "pk": 29308, "title": "Children with immature intuitive theories seek domain-relevant information", "subtitle": null, "abstract": "A growing body of research suggests that infants and children are sensitive to signals of information gain. However, thevalue of a piece of information may also change as the learner knows more. How do changes that occur naturally inchildrens intuitive theories contribute to their subsequent learning? Here we tested whether children who are at differentstages of understanding an intuitive theory also differ in their interest in acquiring more information in the same domain.We tested childrens performance in three distinct domains, including intuitive biology, psychology, and beliefs about psy-chosomatic events. We found that children at earlier stages of their intuitive theories were more likely to seek informationin the related domain than children with mature knowledge. These results are the first to show the relationship betweennatural changes in childrens existing knowledge and childrens future learning preferences.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6t86654r", "frozenauthors": [ { "first_name": "Jinjing", "middle_name": "Jenny", "last_name": "Wang", "name_suffix": "", "institution": "Rutgers University-Newark", "department": "" }, { "first_name": "Yang", "middle_name": "", "last_name": "Yang", "name_suffix": "", "institution": "Rutgers University-Newark", "department": "" }, { "first_name": "Carla", "middle_name": "", "last_name": "Macias", "name_suffix": "", "institution": "Rutgers University-Newark", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University-Newark", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29308/galley/19179/download/" } ] }, { "pk": 29104, "title": "Chinese Children Learning Higher-Order Generalizations through Free Play: TheInfluence of Parenting Style", "subtitle": null, "abstract": "Rational constructivism believes children are active learners, they are able to learn causal rules through free play. Empir-ical evidence has demonstrated that 2- and 3-year-old children successfully identified causality and acquired higher-ordergeneralizations using self-generated evidence during free play, and their performances were same as in didactic learn-ing(Sim & Xu, 2017). However, if this conclusion is true across cultures? In the current study, we used the same methodsand found that 2.5- to 4-year-old Chinese children could also acquire higher-order generalizations under two differentlearning conditions, but their performances were better in the didactic condition than that in the free play condition. Oneof the reasons affected childrens learning is parenting styles, but only in the free play condition: children with authoritativeparents performed significantly better than children with authoritarian parents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "free play" }, { "word": "active learning" }, { "word": "higher-order generalization" }, { "word": "parents cultural belief systems" }, { "word": "parenting style" } ], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9540r3vf", "frozenauthors": [ { "first_name": "Li", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Beijing Forestry University", "department": "" }, { "first_name": "Zi", "middle_name": "L.", "last_name": "Sim", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Mingyi", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Beijing Forestry University", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29104/galley/18975/download/" } ] }, { "pk": 29010, "title": "Choosing the unimaginable: Social psychological factors in seeking transformativeexperiences", "subtitle": null, "abstract": "How do people make transformative decisions (the outcomes of which are hard to imagine, and which might changeone’s self in lasting ways)? We investigate social psychological factors that contribute to making transformative decisionsin contrast to ordinary decisions (with easily imaginable outcomes). We show that transformative decisions are uniquelypredicted by a desire for self-improvement and forming new social bonds. However, contrary to our expectations, epistemiccuriosity did not play a role in making transformative decisions. In contrast, ordinary decisions are uniquely predicted bythe preferences of the community, and younger age. We identify important differences that point to separate cognitivemechanisms used to evaluate transformative decisions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hs429np", "frozenauthors": [ { "first_name": "Marta", "middle_name": "", "last_name": "Kryven", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Niemi", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Laurie", "middle_name": "", "last_name": "Paul", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29010/galley/18881/download/" } ] }, { "pk": 28912, "title": "Cognitive Abilities to Explain Individual Variation in the Interpretation ofComplex Sentences by Older Adults", "subtitle": null, "abstract": "This paper investigates which cognitive abilities predict theinterpretation of complex sentences by older adults.Participants performed a picture-selection task after hearingcomplex and simpler sentences, as well as a broad testbattery of cognitive tests. The results show that differentcognitive factors serve as predictors for the interpretation ofcomplex sentences compared to simpler sentences. Forcomplex sentences, verbal intelligence, cognitive flexibility,and working memory capacity are strong predictors. Ourstudy thus shows that older adults' interpretation of sentencesof varying complexity is influenced by different cognitiveabilities, and stresses the need to take such individualdifferences into account when studying language processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language processing; cognitive factors" }, { "word": "complexsentences; syntactic structure; age; individual variation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/08h7j2sz", "frozenauthors": [ { "first_name": "Margreet", "middle_name": "", "last_name": "Vogelzang", "name_suffix": "", "institution": "University of Oldenburg", "department": "" }, { "first_name": "Christiane", "middle_name": "M.", "last_name": "Thiel", "name_suffix": "", "institution": "University of Oldenburg", "department": "" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Rosemann", "name_suffix": "", "institution": "University of Oldenburg", "department": "" }, { "first_name": "Jochem", "middle_name": "W.", "last_name": "Rieger", "name_suffix": "", "institution": "University of Oldenburg", "department": "" }, { "first_name": "Esther", "middle_name": "", "last_name": "Ruigendijk", "name_suffix": "", "institution": "University of Oldenburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28912/galley/18783/download/" } ] }, { "pk": 28545, "title": "Cognitive Aging Effects on Language Use in Real-Life Contexts:\nA Naturalistic Observation Stu", "subtitle": null, "abstract": "This study examined age effects on real-life language use and\nwithin-person variations in language use across social contexts.\nWe used the Electronically Activated Recorder (i.e., a portable\naudio recorder that periodically records sound snippets) to\ncollect over 31,300 snippets (30 seconds long) from 61 young\nand 48 healthy older adults in Switzerland across four days. We\nexamined vocabulary richness and grammatical complexity\nacross the social contexts of (a) activities (i.e., socializing,\nworking); and (b) conversation types (i.e., small talk,\nsubstantive conversation). Multilevel models showed that\nvocabulary richness and grammatical complexity increased\nduring socializing and substantive conversations, but decreased\nin small talk. Moreover, young adults produced shorter clauses\nat work than not at work. Furthermore, compared with young\nadults, older adults used richer vocabulary and more complex\ngrammatical structures at work; and used richer vocabulary in\nsmall talk. In contrast, young adults used richer vocabulary\nthan older adults during non-socializing and non-working\noccasions, such as watching TV and exercising. Results are\ndiscussed in the context of cognitive aging research with a\nnovel emphasis on context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "vocabulary richness; grammatical complexity;\nsocial context; cognitive behavior; electronically activated\nrecorder (EAR); naturalistic observation method" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/32m85850", "frozenauthors": [ { "first_name": "Minxia", "middle_name": "", "last_name": "Luoa", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Gerold", "middle_name": "", "last_name": "Schneider", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Mike", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Burcu", "middle_name": "", "last_name": "Demiray", "name_suffix": "", "institution": "University of Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28545/galley/18416/download/" } ] }, { "pk": 28434, "title": "Cognitive Chrono-Ethnography (CCE): A Behavioral Study MethodologyUnderpinned by the Cognitive Architecture, MHP/RT", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive architecture; action selection; multidi-mensional memory; ethnography" } ], "section": "Publication-based Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6h40q7gm", "frozenauthors": [ { "first_name": "Muneo", "middle_name": "", "last_name": "Kitajima", "name_suffix": "", "institution": "Nagaoka University of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28434/galley/18305/download/" } ] }, { "pk": 29080, "title": "Cognitive Complexity of Logical Reasoning in Games: Automated TheoremProving Perspective", "subtitle": null, "abstract": "We use formal proof techniques from artificial intelligence and mathematical logic to analyse human reasoning in problemsolving. We focus on the Deductive Mastermind game, as implemented in the Dutch massive online learning system forchildren, Math Garden. The game is formalised in propositional logic and the game-playing procedure is given a form of alogical proof. We use Resolution and Natural Deduction proof methods (implemented in JAVA). The difficulty of a partic-ular logical reasoning step is associated with the computationally obtained parameters of the proofs, which are comparedwith each other, and against the empirical difficulty of the game. We show, among others, that the complexity parame-ters derived from Natural Deduction agree with the Analytical Tableaux parameters, and with the empirical difficulty asexperienced by human subjects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8z00q5d5", "frozenauthors": [ { "first_name": "Katrine", "middle_name": "", "last_name": "Thoft", "name_suffix": "", "institution": "Technical University of Denmark", "department": "" }, { "first_name": "Nina", "middle_name": "", "last_name": "Gierasimczuk", "name_suffix": "", "institution": "Technical University of Denmark", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29080/galley/18951/download/" } ] }, { "pk": 29073, "title": "Cognitively-Inspired Salience Computation for Intelligent Agents", "subtitle": null, "abstract": "We describe a method for determining feature salience of action decisions in intelligent agents based on cognitively-inspired salience. Salience is defined as the degree of influence that a factor has on a given decision. This is generatedby having a cognitive model using instance-based learning theory to mirror the actions of an intelligent agent, and thendetermining which features most uniquely contributed to the actions of the agent. We present three examples of thissalience techniques, including reinforcement learning agents based in the StarCraft II and autonomous drone domains, aswell as part of a risk assessment model. A benefit of our method is that it does not rely on a specific implementation ofan agent, it only requires the underlying decision feature-space. It is also capable of utilizing features at different levels ofabstraction", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2h89m785", "frozenauthors": [ { "first_name": "Sterling", "middle_name": "", "last_name": "Somers", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Konstantinos", "middle_name": "", "last_name": "Mitsopoulos", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Christian", "middle_name": "", "last_name": "Lebiere", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "Thomson", "name_suffix": "", "institution": "United States Military Academy", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29073/galley/18944/download/" } ] }, { "pk": 28423, "title": "Cognitive Network Science: Quantitatively Investigating the Complexity ofCognition", "subtitle": null, "abstract": "Cognition is complex. This complexity is related tomultiple, distributed neurocognitive processes dynamicallyoperating across parallel scales, resulting in cognitiveprocessing. A major challenge in studying this complexity,relates to the abstractness of theoretical cognitive constructs,such as language, memory, or thinking in general. Suchabstractness is operationalized, indirectly, via behavioral,measures or in neural activity. In the past two decades, anincreasing number of studies have been applying networkscience methodologies across diverse scientific fields tostudy complex systems.Network science is based on mathematical graph theory,providing quantitative methods to investigate complexsystems as networks (Baronchelli, Ferrer-i-Cancho, Pastor-Satorras, Chater, & Christiansen, 2013; Siew, Wulff,Beckage, & Kenett, 2018). A network is comprised fromnodes, that represent the basic unit of the system (e.g.,concepts in semantic memory) and links, or edges, thatsignify the relations between them (e.g. semantic similarity).While the application of network science methodologies hasbecome an extremely popular approach to study brainstructure and function, it has been used to study cognitivephenomena to a much lesser extent. This, despite classiccognitive theory in language and memory being highlyrelated to a network perspective (Collins & Loftus, 1975;Siew et al., 2018). Already, network science in cognitivescience has enabled the direct examination of the theory thathigh creative individuals have a more flexible semanticmemory structure, identified mechanisms of languagedevelopment through preferential attachment, shed novellight on statistical learning, shown how specific semanticmemory network parameters influence memory retrieval,and provided new insight on the structure of semanticnetwork of second language in bilinguals (Siew et al.,2018).The aim of the current symposia is to demonstrate thepotential and strength of applying network sciencemethodologies to study cognition. This will be achieved bybringing together leading researchers that apply suchmethods to study various aspects of cognition, includinglanguage, learning, aging, and creativity. The presentationswill describe state-of-the-art progress and perspectives thatare achieved in applying these methods to study cognition.Importantly, these talks aim at stimulating discussion of thefruitfulness of such an approach and how such an approachcan powerfully and quantitatively study the complexity ofcognitive phenomena. Finally, this symposium aims todemonstrate how network science in cognitive science canbe used to quantitatively bridge across different levels ofanalysis, spanning the computational, behavioral, neural,and social.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive networks; aging; learning; networkscience; multiplex networks; complexity" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5km646jd", "frozenauthors": [ { "first_name": "Yoed", "middle_name": "N.", "last_name": "Kenett", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Nichol", "middle_name": "", "last_name": "Castro", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Elisabeth", "middle_name": "", "last_name": "Karuza", "name_suffix": "", "institution": "Pennsylvania State University", "department": "" }, { "first_name": "Michael", "middle_name": "S.", "last_name": "Vitevitch", "name_suffix": "", "institution": "University of Kansas", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28423/galley/18294/download/" } ] }, { "pk": 35943, "title": "College Writing Skills With Readings (10th ed.) by John Langan and Zoe Albright", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Book and Media Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9t58811c", "frozenauthors": [ { "first_name": "Adam", "middle_name": "", "last_name": "Brazenas", "name_suffix": "", "institution": "Beijing Foreign Studies University, China", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35943/galley/26797/download/" } ] }, { "pk": 28821, "title": "Communicating semantic part information in drawings", "subtitle": null, "abstract": "e effortlessly grasp the correspondence between a drawingof an object and that physical object in the world, even whenthe drawing is far from realistic. How are visual objectconcepts organized such that we can both recognize theseabstract correspondences and also flexibly exploit them whencommunicating them to others in a drawing? Here we considerthe notion that the compositional nature of object conceptsenables us to readily decompose both objects and drawings ofobjects into a common set of semantically meaningful parts.To investigate this, we collected data on the part informationexpressed in drawings by having participants densely annotatedrawings of real-world objects. Our dataset contained bothdetailed and sparser drawings produced in different commu-nicative contexts. We found that: (1) people are consistentin what they interpret individual strokes to represent; (2)single strokes tend to correspond to single parts, with strokesrepresenting the same part often being clustered in time; and(3) both sparse and detailed drawings of the same object em-phasize similar part information, although detailed drawingsof different objects are more distinct from one another thansparse drawings. Taken together, our results support the notionthat people flexibly deploy their abstract understanding ofthe compositional part structure of objects to communicaterelevant information about them in context. More broadly,they highlight the importance of structured knowledge forunderstanding how pictorial representations convey meaning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "compositionality; objects and categories; percep-tual organization; sketch understanding; visual communication" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/00b9v2qk", "frozenauthors": [ { "first_name": "Kushin", "middle_name": "", "last_name": "Mukherjee", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Robert", "middle_name": "X.D.", "last_name": "Hawkins", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Judith", "middle_name": "E.", "last_name": "Fan", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28821/galley/18692/download/" } ] }, { "pk": 29320, "title": "Communicative need and color naming", "subtitle": null, "abstract": "Color naming across languages has traditionally been held to reflect the structure of color perception. At the same time, ithas often, and increasingly, been suggested that color naming may be shaped by patterns of communicative need. However,much remains unknown about the factors that drive communicative need, how need interacts with perception, and how thisinteraction may shape color naming systems across languages. We engage these open questions by building on generalinformation-theoretic principles, and on a recent account of color naming that integrates the roles of need and perception.On this basis, we present a systematic evaluation of several factors that may influence need, and that have been proposed inthe literature: capacity constraints, linguistic usage, and the visual environment. Our findings suggest that communicativeneed and resulting patterns of color naming are shaped more by linguistic usage than they are by the visual environmentalone.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2z93b0bx", "frozenauthors": [ { "first_name": "Noga", "middle_name": "", "last_name": "Zaslavsky", "name_suffix": "", "institution": "The Hebrew University", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Naftali", "middle_name": "", "last_name": "Tishby", "name_suffix": "", "institution": "Hebrew University of Jerusalem", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29320/galley/19191/download/" } ] }, { "pk": 28518, "title": "Comparing Alternative Computational Models of the Stroop TaskUsing Effective Connectivity Analysis of fMRI Data", "subtitle": null, "abstract": "Methodological advances have made it possible to generatefMRI predictions for cognitive architectures, such as ACT-R, thus expanding the range of model predictions and mak-ing it possible to distinguish between alternative models thatproduce otherwise identical behavioral patterns. However, fortasks associated with relatively brief response times, fMRI pre-dictions are often not sufficient to compare alternative models.In this paper, we outline a method based on effective connec-tivity, which significantly augments the amount of informationthat can be extracted from fMRI data to distinguish betweenmodels. We show the application of this method in the caseof two competing ACT-R models of the Stroop task. Althoughthe models make, predictably, identical behavioral and BOLDtime-course predictions, patterns of functional connectivity fa-vor one model over the other. Finally, we show that the samedata suggests directions in which both models should be re-vised.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "ACT-R" }, { "word": "Dynamic Causal Modeling" }, { "word": "CognitiveScience" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8sk6404j", "frozenauthors": [ { "first_name": "Micah", "middle_name": "", "last_name": "Ketola", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Linxing", "middle_name": "Preston", "last_name": "Jiang", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Stocco", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28518/galley/18389/download/" } ] }, { "pk": 29022, "title": "Comparing cognitive models in dynamic agent-based models: A methodologicalcase study", "subtitle": null, "abstract": "Dynamic models, such as agent-based models (ABMs), are becoming an increasingly common modelling tool in cognitivesciences. They enable cognitive scientists to explore how computational, analytic models scale up when placed in complex,interactive, and dynamic environments where agents can sequentially interact over time and in space. Frequently, ABMsare built to yield a particular behaviour (riots, echo chamber emergence, etc.). As such, some models may bake in thedesired behaviour. However, many models may yield this behaviour, making it difficult to discriminate between theadequacies of each computational model. The paper directly addresses this methodological challenge. We explore a casestudy (fisheries). Agents make decisions in this dynamic and complex environment. Given a rich data set against whichto calibrate and validate model predictions, we compare and contrast statistical, adaptive, and perfect agents. We showthat adaptive computational agents equal statistical agents in calibration and outperform them for validation. In addition,we show that perfect and random agents fare poorly. This provides a method for using dynamic, agent-based models tochoose between computational models", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0hb1v44h", "frozenauthors": [ { "first_name": "Jens", "middle_name": "", "last_name": "Madsen", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Bailey", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Ernesto", "middle_name": "", "last_name": "Carrella", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Payette", "name_suffix": "", "institution": "University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29022/galley/18893/download/" } ] }, { "pk": 28448, "title": "Comparing Gated and Simple Recurrent Neural Network Architectures as Modelsof Human Sentence Processing", "subtitle": null, "abstract": "The Simple Recurrent Network (SRN) has a long tradition incognitive models of language processing. More recently, gatedrecurrent networks have been proposed that often outperformthe SRN on natural language processing tasks. Here, we in-vestigate whether two types of gated networks perform betteras cognitive models of sentence reading than SRNs, beyondtheir advantage as language models. This will reveal whetherthe filtering mechanism implemented in gated networks corre-sponds to an aspect of human sentence processing. We traina series of language models differing only in the cell types oftheir recurrent layers. We then compute word surprisal valuesfor stimuli used in self-paced reading, eye-tracking, and elec-troencephalography experiments, and quantify the surprisalvalues’ fit to experimental measures that indicate human sen-tence reading effort. While the gated networks provide betterlanguage models, they do not outperform their SRN counter-part as cognitive models when language model quality is equalacross network types. Our results suggest that the differentarchitectures are equally valid as models of human sentenceprocessing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Surprisal; Gated Recurrent Neural Networks;Language Modeling; Sentence Processing; Sentence Reading;Self-paced Reading; Eye-tracking; Electroencephalography" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0br7f339", "frozenauthors": [ { "first_name": "Christoph", "middle_name": "", "last_name": "Aurnhammer", "name_suffix": "", "institution": "Saarland University", "department": "" }, { "first_name": "Stefan", "middle_name": "L.", "last_name": "Frank", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28448/galley/18319/download/" } ] }, { "pk": 29143, "title": "Comparing the social judgements between American and Taiwanese cultures", "subtitle": null, "abstract": "While observing others in the society, people make explanations and judgements about others’ behaviors. However, thereshould be cultural differences in affecting behavior judgments. The aim of the present study is to examine whether there arecognitive or emotional differences between Eastern and Western cultures while judging other peoples behaviors. Vignettesstimuli and the questions developed by Knutson et al. (2010) were used to measure how Taiwanese participants thinkand react while making behavior judgements. Factor analysis is conducted to compare the results with the original studycompleted in the US. The results revealed that for the Taiwanese participants, emotional aversion was more related tothe norm violation, while for the American participants, according to the original study, aversion was more related to thesocial affect. The results of this comparison have demonstrated cultural differences between Taiwan and the US in howaversion could be evoked by observing others behaviors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/06q9401h", "frozenauthors": [ { "first_name": "Yun", "middle_name": "", "last_name": "Chuang", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Jon-Fan", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29143/galley/19014/download/" } ] } ] }