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{ "count": 38493, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=15300", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=15100", "results": [ { "pk": 28813, "title": "Comparing unsupervised speech learning directly to human performance inspeech perception", "subtitle": null, "abstract": "We compare the performance of humans (English and Frenchlisteners) versus an unsupervised speech model in a perceptionexperiment (ABX discrimination task). Although the ABXtask has been used for acoustic model evaluation in previousresearch, the results have not, until now, been compared di-rectly with human behaviour in an experiment. We show that astandard, well-performing model (DPGMM) has better accu-racy at predicting human responses than the acoustic baseline.The model also shows a native language effect, better resem-bling native listeners of the language on which it was trained.However, the native language effect shown by the models isdifferent than the one shown by the human listeners, and, no-tably, the models do not show the same overall patterns ofvowel confusions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "linguistics; language acquisition; machine learn-ing; speech recognition" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tj9z2kv", "frozenauthors": [ { "first_name": "Juliette", "middle_name": "", "last_name": "Millet", "name_suffix": "", "institution": "Universit ́e Paris Diderot", "department": "" }, { "first_name": "Nika", "middle_name": "", "last_name": "Jurov", "name_suffix": "", "institution": "Universit ́e Paris Diderot", "department": "" }, { "first_name": "Ewan", "middle_name": "", "last_name": "Dunbar", "name_suffix": "", "institution": "Universit ́e Paris Diderot", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28813/galley/18684/download/" } ] }, { "pk": 29018, "title": "Comparison of Chinese and Western Categorization: Based on Bayesian Model", "subtitle": null, "abstract": "Xu and Tenenbaum (2007a, 2007b) applied the Bayesian model to explain the impact of differences in exemplification onwords learning, and they achieved milestones. It remains unexplored if there are differences when native language andculture are changed. Taking the same method as the original research, we added test after a long time interval, and usebetween-subject design to eliminate the practice effect. The results of Chinese adults and children show that: (1) TheBayesian model has stability over time and culture. (2) When the objects in the same category differ greatly from eachother, the Bayesian model’s predictive power on children’s results is significantly reduced. (3) Since the low-level wordsin Chinese vocabulary are often composed of high-level words and adjectives, Chinese easier to generalize. (4) Results ofChinese subjects reflect more instinct rather than logical reasoning stylewhich is differ from westerners.", "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/1b2499mz", "frozenauthors": [ { "first_name": "Junyao", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Beijing Forestry University", "department": "" }, { "first_name": "Yifei", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Beijing Forestry University", "department": "" }, { "first_name": "Yingying", "middle_name": "", "last_name": "Yin", "name_suffix": "", "institution": "Beijing Forestry University", "department": "" }, { "first_name": "Wenxuan", "middle_name": "", "last_name": "Hao", "name_suffix": "", "institution": "Beijing Forestry University", "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": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29018/galley/18889/download/" } ] }, { "pk": 28881, "title": "Complex exploration dynamics from simple heuristics in a collective learningenvironment", "subtitle": null, "abstract": "Effective problem solving requires both exploration and ex-ploitation. We analyze data from a group problem-solving taskto gain insight into how people use information from past expe-riences and from others to achieve explore-exploit trade-offs incomplex environments. The behavior we observe is consistentwith the use of simple, reinforcement-based heuristics. Partic-ipants increase exploration immediately after experiencing alow payoff, and decrease exploration immediately after expe-riencing a high or improved payoff. We suggest that whetheran outcome is perceived as “high” or “low” is a dynamic func-tion of the outcome information available to participants. Thedegree to which the distribution of observed information re-flects the true range of possible outcomes plays an importantrole in determining whether or not this heuristic is adaptive ina given environment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "exploration; exploitation; networks; social learn-ing" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9xm5w299", "frozenauthors": [ { "first_name": "Sabina", "middle_name": "J.", "last_name": "Sloman", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "last_name": "Goldstone", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28881/galley/18752/download/" } ] }, { "pk": 28909, "title": "Complexity and learnability in the explanation of semantic universals ofquantifiers", "subtitle": null, "abstract": "Despite wide variation among natural languages, there are lin-guistic properties universal to all (or nearly all) languages. Animportant challenge is to explain why these linguistic universalshold. One explanation employs a learnability argument: seman-tic universals hold because expressions that satisfy them areeasier to learn than those that do not. In an exploratory studywe investigate the relation between learnability and complexityand whether the presence of semantic universals for quantifierscan also be explained by differences in complexity. We developa novel application of (approximate) Kolmogorov complexityto measure fine-grained distinctions in complexity between dif-ferent quantifiers. Our results indicate that the monotonicityuniversal can be explained by complexity while the conserva-tivity universal cannot. For quantity we did not find a robustresult. We also found that learnability and complexity patterntogether in the monotonicity and conservativity cases that weconsider, while that pattern is less robust in the quantity cases.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic universals; generalized quantifiers; Kol-mogorov complexity; learnability" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7pp1286j", "frozenauthors": [ { "first_name": "Iris", "middle_name": "", "last_name": "van de Pol", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Shane", "middle_name": "", "last_name": "Steinert-Threlkeld", "name_suffix": "", "institution": "University of Amsterdam", "department": "" }, { "first_name": "Jakub", "middle_name": "", "last_name": "Szymanik", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28909/galley/18780/download/" } ] }, { "pk": 28952, "title": "Composing Indeterminate Event Information In Context: Evidence from anEye-Tracking Memory Paradigm", "subtitle": null, "abstract": "A sentence such as ”We finished the paper” is indeterminate regarding what we finished doing with the paper. Thesesentences constitute a test case for two major issues regarding the nature of language comprehension: (1) whether ornot semantic composition is simple (classical) or enriched with intended or implicit constituents; and (2) the nature ofthe linguistic and cognitive resources that help us interpret the event the sentence conveys. We conducted an eye-trackingstudy to investigate whether indeterminate sentences embedded within biasing contexts would trigger event interpretations,using a long-term memory paradigm. In each trial, participants were presented with one of three recognition probe typesfor reading while having their eyes monitored. Recognition probes were presented 0 seconds (s) after having read theindeterminate sentence, or following an additional 25s of neutral discourse. Results suggest that abductive processes,relying on the propositional content of supporting context, drive indeterminate sentence interpretation.", "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/3t6614w7", "frozenauthors": [ { "first_name": "Caitlyn", "middle_name": "", "last_name": "Antal", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Roberto", "middle_name": "", "last_name": "de Almeida", "name_suffix": "", "institution": "Concordia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28952/galley/18823/download/" } ] }, { "pk": 29287, "title": "Compositionality in emerging multi-agent languages: Marrying LanguageEvolution and Natural Language Processing", "subtitle": null, "abstract": "The mainstream approach in NLP is to train systems on large amounts of data. Such passive learning contrasts with the waylanguage is learnt by humans. Human language is acquired within communities, it is culturally transmitted and changesdynamically. These evolutionary mechanisms have been extensively studied in the field of Language Evolution. Despitelimited prior interaction between fields, such mechanisms are now increasingly incorporated into NLP systems. Suchmodels have the potential to both study the evolution of language in multi-agent simulations with state-of-the-art (deep)learning systems in more naturalistic settings and improve NLP systems by having language emerge organically. Weexamine how findings from a model by Havrylov & Titov (2017) compare to those from traditional Language Evolutionmodels and quantify the emerging compositionality using an existing Language Evolution method (Tamariz, 2011). Thisapproach reveals novel insights into the generated data, the applied methodology and the nature of compositionality.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/16j565n7", "frozenauthors": [ { "first_name": "Kees", "middle_name": "", "last_name": "Sommer", "name_suffix": "", "institution": "Leiden University", "department": "" }, { "first_name": "Jae", "middle_name": "", "last_name": "Perris", "name_suffix": "", "institution": "Leiden University", "department": "" }, { "first_name": "Arianna", "middle_name": "", "last_name": "Bisazza", "name_suffix": "", "institution": "Leiden University", "department": "" }, { "first_name": "Tessa", "middle_name": "", "last_name": "Verhoef", "name_suffix": "", "institution": "Leiden University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29287/galley/19158/download/" } ] }, { "pk": 28965, "title": "Compositional subgoal representations", "subtitle": null, "abstract": "When faced with a complex problem, people naturally break it up into several simpler problems. This hierarchical decom-position of an ultimate goal into sub-goals facilitates planning by reducing the number of factors that must be consideredat one time. However, it can also lead to suboptimal decision-making, obscuring opportunities to make progress towardsmultiple subgoals with a single action. Is it possible to take advantage of the hierarchical structure of problems withoutsacrificing opportunities to kill two birds with one stone? We propose that people are able to do this by representing andpursuing multiple subgoals at once. We present a formal model of planning with compositional goals, and show that itexplains human behavior better than the standard ”one-at-a-time” subgoal model as well as non-hierarchical limited-depthsearch models. Our results suggest that people are capable of representing and pursuing multiple subgoals at once; how-ever, there are limitations on how many subgoals one can pursue concurrently. We find that these limitations vary byindividual.", "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/0974m1bp", "frozenauthors": [ { "first_name": "Carlos", "middle_name": "", "last_name": "Correa", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Frederick", "middle_name": "", "last_name": "Callaway", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Ho", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28965/galley/18836/download/" } ] }, { "pk": 28436, "title": "Concept Learning with Energy-Based Models", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "concepts;meta-learning;imitation learning" } ], "section": "Publication-based Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4bf0d0jn", "frozenauthors": [ { "first_name": "Igor", "middle_name": "", "last_name": "Mordatch", "name_suffix": "", "institution": "OpenAI", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28436/galley/18307/download/" } ] }, { "pk": 28639, "title": "Conceptualization of Cultural Diversity for Efficient and Flexible ManufacturingSystems of the Future", "subtitle": null, "abstract": "Manufacturing systems of the future need to have flexible re-sources and flexible routing to produce extremely personalizedproducts, even of lot size equal to one. In this paper we haveproposed a framework, which is designed to achieve this goal.Towards this we have integrated an established cultural evolu-tion model to achieve desirable flexibility of resources and ac-ceptable routing time. Promising results are evidenced througha simple proof-of-concept agent-based simulation. The simu-lation results reveal that the products need to move less in morediversified cultural groups when looking for suitable resources.It was also observed that the more time we provide for culturaldissemination, the cultural groups become increasingly coher-ent due to homophily. For scenarios, which require diversifica-tion of resources, we need to find a balance between coherenceand diversification. This paper provides first insights into theseaspects for a production shop floor.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Industry 4.0; resource flexibility; routing flexibil-ity; personalized production; cultural dissemination; group co-herence." } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9n8750v9", "frozenauthors": [ { "first_name": "Kashif", "middle_name": "", "last_name": "Zia", "name_suffix": "", "institution": "Sohar University", "department": "" }, { "first_name": "Alois", "middle_name": "", "last_name": "Ferscha", "name_suffix": "", "institution": "Johannes Kepler University Linz", "department": "" }, { "first_name": "Dari", "middle_name": "", "last_name": "Trendafilov", "name_suffix": "", "institution": "Johannes Kepler University Linz", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28639/galley/18510/download/" } ] }, { "pk": 28536, "title": "Conceptual Model of Self-Adaptive Systemsbased on Attribution Theory", "subtitle": null, "abstract": "The development of self-adaptive systems has attracted lots ofattention as they can adapt themselves autonomously to en-vironmental dynamics and maintain user satisfaction. How-ever, there are still tremendous challenges remained. One ma-jor challenge is to guarantee the reusability of the system andextend the adaptability with the changing deployment environ-ments. Another challenge is to ensure the adaptability copingwith the open and complex environments with the existence ofunknown. To solve these problems, we introduce a concep-tual self-adaptive model, decoupling the environment with thesystem. This model is a two-layer structure, based on internalcauses and external causes from attribution theory. The firstlayer, determining how the internal causes affect the adapta-tion behaviors, is independently designed and reusable; whilethe second layer, mapping the relationship between externalcauses with internal causes, is replaceable and dynamicallybound to different deployment environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Self-Adaptation; Attribution Theory; Reusability" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7q77h6g7", "frozenauthors": [ { "first_name": "Nianyu", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Peking University", "department": "" }, { "first_name": "Zhengyin", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "Peking University", "department": "" }, { "first_name": "Zi-Long", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "IMT Atlantique", "department": "" }, { "first_name": "Wenpin", "middle_name": "", "last_name": "Jiao", "name_suffix": "", "institution": "Peking University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28536/galley/18407/download/" } ] }, { "pk": 29200, "title": "Confirmation Bias Trumps Performance Optimization in Overt Active Learning", "subtitle": null, "abstract": "When gathering information, different sources typically have distinct levels of informativeness. Therefore, it is optimalto actively select the source of information to learn from (i.e., perform active learning). It has been debated whetherhumans optimize task performance in active learning or use a simple heuristic of seeking information that confirms theirbeliefs. Critically, depending on ones subjective beliefs, confirmation bias can in fact be optimal. Thus, without measuringsubjective beliefs, previous approaches were unable to distinguish between these alternatives. Using a perceptual decision-making task, we measured participants subjective beliefs before and after a new piece of information was presented.We then characterized confirmation-based and performance optimizing strategies with respect to these subjective beliefs.We found that participants strategy was dominated by confirmation bias, modulated only weakly by the performanceoptimization. We discuss potential reasons that may limit performance optimization in active learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8q65w8j2", "frozenauthors": [ { "first_name": "Yul", "middle_name": "", "last_name": "Kang", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Wolpert", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Mate", "middle_name": "", "last_name": "Lengyel", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29200/galley/19071/download/" } ] }, { "pk": 28521, "title": "Congenitally Blind Individuals Theories and Inferences About Object Color", "subtitle": null, "abstract": "Locke argued that persons born blind do not possess true knowledge about color. While prior studies find some knowledgeof color among blind individuals, questions remain about the depth of this knowledge. Do blind individuals merely learninferentially shallow verbal associations (e.g., bananayellow)? We hypothesized instead that blind individuals are morelikely to acquire causally-relevant color information. Blind (n=20) and sighted adults (n=20) reported colors of naturalkinds (e.g. banana) and artifacts (e.g. car) and judged the likelihood that two instances of a type have the same color.Relative to the sighted, blind participants were less likely to know specific object colors (e.g. banana-yellow), but madeidentical inferences about color consistency (more consistent colors for natural kinds). Inferences were similar acrossgroups even for novel objects. Further, blind individuals gave detailed and coherent causal explanations of color origins.Inferentially rich knowledge of sensory categories can develop without first-person experience.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ff7g8g1", "frozenauthors": [ { "first_name": "Judy", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Lindsay", "middle_name": "", "last_name": "Yazzolino", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Brianna", "middle_name": "", "last_name": "Aheimer", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Vernica", "middle_name": "Montan", "last_name": "Manrara", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Marina", "middle_name": "", "last_name": "Bedny", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28521/galley/18392/download/" } ] }, { "pk": 29253, "title": "Congruency Effects and Individual Differences in Bilingual Experience InfluenceSimon Task Performance", "subtitle": null, "abstract": "Prior work examining executive control during the Simon task has focused on global congruency alone and/or has primarilycontrasted bilinguals with monolinguals. This is problematic for two reasons: (1) prior trial experience on current trialperformance is unaccounted for (Grundy et al., 2017) and (2) bilinguals are not a homogeneous group. Here, we examinedthe interaction between prior and current trial congruency in the Simon Task for 65 bilingual young adults who variedcontinuously in bilingual experience. Generally, current trial congruency effects were larger when the prior trial wascongruent vs. incongruent. However, as non-L1 experience increased, this interaction diminished; the overall prior trialeffect was reduced independently of age of acquisition. Crucially, neither non-L1 experience nor age of acquisitioninfluenced current trial congruency alone. Although preliminary, these results suggest that both congruency effects andbilingual experience influence performance on a non-linguistic executive control task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/91v8d66b", "frozenauthors": [ { "first_name": "Pauline", "middle_name": "", "last_name": "Palma", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Gullifer", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Naomi", "middle_name": "", "last_name": "Vingron", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Veronica", "middle_name": "", "last_name": "Whitford", "name_suffix": "", "institution": "University of Texas at El Paso", "department": "" }, { "first_name": "Deanna", "middle_name": "", "last_name": "Friesen", "name_suffix": "", "institution": "The University of Western Ontario", "department": "" }, { "first_name": "Debra", "middle_name": "", "last_name": "Jared", "name_suffix": "", "institution": "The University of Western Ontario", "department": "" }, { "first_name": "Debra", "middle_name": "", "last_name": "Titone", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29253/galley/19124/download/" } ] }, { "pk": 29185, "title": "Consequential Consensus: A Decade of Online Discourse about Same-sexMarriage", "subtitle": null, "abstract": "Framing issues as matters of non-negotiable values can increase the perceived intractability of debates. Focusing on theconcrete consequences of policies instead can facilitate conflict resolution. Using a topic model of Reddit commentsfrom January 2006 to September 2017, we show that the contribution of certain topics concerned with protected val-ues to the debate increased prior to the emergence of a public consensus in support of same-sex marriage and declinedafterwards. These topics related to religious arguments and freedom of opinion. In contrast, discussion of certain con-crete consequences (the impact of politicians stances and policy implications) showed the opposite pattern, their increasedprominence coinciding with improved public support for same-sex marriage after 2012. Our results reinforce the mean-ingfulness of protected values and consequentialism as relevant dimensions for describing public discourse and highlightthe usefulness of unsupervised machine learning methods in tackling questions about social attitude change.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/73x1r54h", "frozenauthors": [ { "first_name": "Babak", "middle_name": "", "last_name": "Hemmatian", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Sabina", "middle_name": "", "last_name": "Sloman", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Uriel", "middle_name": "", "last_name": "CohenPriva", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Sloman", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29185/galley/19056/download/" } ] }, { "pk": 29321, "title": "Constructing a category prototype from statistical regularities under uncertainty", "subtitle": null, "abstract": "Learning the meaning of a word requires forming a semantic representation that characterizes the referential exemplarsencountered with that word. However, each learning instance is ambiguous in that the word may plausibly refer to mul-tiple entities. To the extent that learners consider multiple referents under conditions of referential uncertainty, how dothese alternatives enter into learning word meaning? We employed a cross-situational word-learning paradigm with novelcreatures to investigate whether co-occurring exemplars that were considered but not selected as the words referent wouldinfluence the category prototype. We contrasted a condition where all exemplars were labeled with a word and a condi-tion where only some of the exemplars of a category were labeled with the word later in the learning phase. Preliminaryresults are consistent with the prediction that referents that are considered but not selected contribute less to the semanticrepresentation of the word than do the selected referents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9kh6630g", "frozenauthors": [ { "first_name": "Haiyun", "middle_name": "", "last_name": "Zeng", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Trueswell", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Thompson-Schill", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29321/galley/19192/download/" } ] }, { "pk": 28882, "title": "Contextual Determinants of Adjective Order:Beyond Itsy Bitsy Teeny Weeny Yellow Polka Dot Bikini", "subtitle": null, "abstract": "Previous research on adjective ordering in linguistics andpsychology has focused primarily on the unmarked or defaultorder of adjectives, as in large blue car. Inverted word order,as in blue large car, which violates the proposed semanticconstraints on adjective placement, received relatively littleattention. In two studies we show that the inverted order is notas limited in scope as previous researchers have argued. Wepropose that the inverted word order reflects the subjectivedistance principle: the attribute that is psychologically closerto the speaker is mentioned first. Our explanation draws onresearch on word order in binomials, thus connecting twopreviously unrelated research traditions on word order inlinguistics and cognitive psychology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "adjective ordering; binomials; context-dependency; semantics; pragmatics; subjective distance" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1wn473v5", "frozenauthors": [ { "first_name": "Anastasia", "middle_name": "", "last_name": "Smirnova", "name_suffix": "", "institution": "San Francisco State University", "department": "" }, { "first_name": "Ricardo", "middle_name": "Romero", "last_name": "Sanchez", "name_suffix": "", "institution": "San Francisco State University", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Lenarsky", "name_suffix": "", "institution": "San Francisco State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28882/galley/18753/download/" } ] }, { "pk": 29150, "title": "Contextual Effects in Value-Based Decision Making: A Resource-RationalMechanistic Account", "subtitle": null, "abstract": "A wealth of experimental evidence shows that, contrary to normative models of choice, peoples preferences are markedlyswayed by the context in which options are presented. Particularly, there exist a well-known triad of effects, dubbed thecontextual effects, which consistently show that preferences change depending on the availability of other options: theattraction effect, the similarity effect, and the compromise effect. In this work, we present the first resource-rational,process-level account of these three contextual effects by extending Nobandegani et al.’s (2018) sample-based expectedutility model to the realm of multi-attribute value-based decision-making. Importantly, our work is consisted with twoempirically well-supported findings: (1) People tend to draw only a few samples in their probabilistic judgment anddecision-making, and (2) People tend to overestimate the probability of extreme events in their judgment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43h521sd", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "da Silva-Castanheira", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "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": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29150/galley/19021/download/" } ] }, { "pk": 28471, "title": "Contextualizing Conversational Strategies: Backchannel, Repair and LinguisticAlignment in Spontaneous and Task-Oriented Conversations", "subtitle": null, "abstract": "Do people adjust their conversational strategies to the specificcontextual demands of a given situation? Prior studies haveyielded conflicting results, making it unclear how strategiesvary with demands. We combine insights from qualitative andquantitative approaches in a within-participant experimentaldesign involving two different contexts: spontaneouslyoccurring conversations (SOC) and task-oriented conversations(TOC). We systematically assess backchanneling, other-initiated repair and linguistic alignment. We find that SOCexhibit a higher number of backchannels, a reduced and moregeneric repair format and higher rates of lexical and syntacticalignment. TOC are characterized by a high number of specificrepairs and a lower rate of lexical and syntactic alignment.However, when alignment occurs, more linguistic forms arealigned. The findings show that conversational strategies adaptto contextual demands.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "conversational dynamics; common ground;interactive alignment; backchannels; repair" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6656h1gv", "frozenauthors": [ { "first_name": "Christina", "middle_name": "", "last_name": "Dideriksen", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Riccardo", "middle_name": "", "last_name": "Fusaroli", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Kristian", "middle_name": "", "last_name": "Tylén", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Dingemanse", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28471/galley/18342/download/" } ] }, { "pk": 28716, "title": "Continuous developmental change can explain discontinuities in word learning", "subtitle": null, "abstract": "Cognitive development is often characterized in term of dis-continuities, but these discontinuities can sometimes be appar-ent rather than actual and can arise from continuous develop-mental change. To explore this idea, we use as a case study thefinding by Stager and Werker (1997) that children’s early abil-ity to distinguish similar sounds does not automatically trans-late into word learning skills. Early explanations proposedthat children may not be able to encode subtle phonetic con-trasts when learning novel word meanings, thus suggestinga discontinuous/stage-like pattern of development. However,later work has revealed (e.g., through using simpler testingmethods) that children do encode such contrasts, thus favoringa continuous pattern of development. Here we propose a prob-abilistic model describing how development may proceed ina continuous fashion across the lifespan. The model accountsfor previously documented facts and provides new predictions.We collected data from preschool children and adults, and weshowed that the model can explain various patterns of learningboth within the same age and across development. The find-ings suggest that major aspects of cognitive development thatare typically thought of as discontinuities, may emerge fromsimpler, continuous mechanisms.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning" }, { "word": "Cognitive Development" }, { "word": "computa-tional modeling" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9k8996nk", "frozenauthors": [ { "first_name": "Abdellah", "middle_name": "", "last_name": "Fourtassi", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Sophie", "middle_name": "", "last_name": "Regan", "name_suffix": "", "institution": "University of Illinois", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28716/galley/18587/download/" } ] }, { "pk": 28506, "title": "Controlling Attention To Solve Working Memory Tasks Using aMemory-Augmented Neural Network", "subtitle": null, "abstract": "We introduce a memory-augmented neural network, calledDifferentiable Working Memory (DWM), that captures somekey aspects of attention in working memory. We tested DWMon a suite of psychology inspired tasks, where the model had todevelop a strategy only by processing sequences of inputs anddesired outputs. Thanks to novel attention control mechanismscalled bookmarks, the model was able to rapidly learn a goodstrategy—generalizing to sequence lengths even two orders ofmagnitude larger than that used for training—allowing it to re-tain, ignore or forget information based on its relevance. Thebehavior of DWM is interpretable and allowed us to analyzeits performance on different tasks. Surprisingly, as the train-ing progressed, we observed that in some cases the model wasable to discover more than one successful strategy, possiblyinvolving sophisticated use of memory and attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/71x6k26t", "frozenauthors": [ { "first_name": "T.", "middle_name": "S.", "last_name": "Jayram", "name_suffix": "", "institution": "IBM Research AI", "department": "" }, { "first_name": "Younes", "middle_name": "", "last_name": "Bouhadjar", "name_suffix": "", "institution": "IBM Research AI", "department": "" }, { "first_name": "Tomasz", "middle_name": "", "last_name": "Kornuta", "name_suffix": "", "institution": "IBM Research AI", "department": "" }, { "first_name": "Ryan", "middle_name": "L.", "last_name": "McAvoy", "name_suffix": "", "institution": "IBM Research AI", "department": "" }, { "first_name": "Alexis", "middle_name": "", "last_name": "Asseman", "name_suffix": "", "institution": "IBM Research AI", "department": "" }, { "first_name": "Ahmet", "middle_name": "S.", "last_name": "Ozcan", "name_suffix": "", "institution": "IBM Research AI", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28506/galley/18377/download/" } ] }, { "pk": 29231, "title": "Controlling Automobiles During Unconsciousness of the Driver using Brainwaves", "subtitle": null, "abstract": "Introduction: Controlling Automobiles during unconsciousness of the driver using Brainwaves. Brainwave based accidentavoidance system is an effective way to prevent accident caused due to drowsy driving. Every year number of roadmishaps are caused by drowsy driving. The proposed idea brainwave based accident avoidance system is to avoid this kindof accident using Electroencephalography (EEG) of human brain and speed control in automobiles. Human brain consistsof millions of interconnected neurons. The patterns of interaction between these neurons are represented as thoughts andemotional states. According to the human thoughts, this pattern will be changing which in turn produce different electricalwaves. A muscle contraction will also generate a unique electrical signal. All these electrical waves will be sensed bythe brain wave sensor and it will convert the data into packets and transmit through Bluetooth medium. Level analyzerunit (LAU) will receive the brainwave raw data and it will extract and process the signal using MATLAB platform. Thenthe control commands will be transmitted to the motor to process. With this entire system, we can control / stop thevehicle according to human thoughts. Electroencephalography (EEG) is the fundamental idea utilized as a part of thisframework. Neurosky mind wave sensor is utilized as primitive segment to examine the Brainwave signals. In this wayby controlling vehicles it can spare numerous mishaps and can spare numerous lives. Among these bands, theta and alphaare the signals which represent drowsiness to relaxed sleep. Methods: In a brain controlled vehicle, controller is based onBrain Computer Interface (BCI). BCIs are systems that can bypass conventional channels of communication to providedirect communication and control between the human brain and physical devices by translating different patterns of brainactivity into commands in real time. With these commands a vehicle can be controlled. The intention of this work isto design and develop a system that can assist the person during their unhealthy condition to avoid the accident on theroad. Results: Brainwave based accident avoidance system for unhealthy condition of the drivers which predict the signalsand system in engaging with processing of signals to alert the drivers unconscious situation. The biggest challenge aboutthe system is that to determine the signal from the headset. Proper identification is needed for the signals so that wrongsignal does not trigger the routine even when driver is not unconscious. Every person is different and every person hasdifferent thoughts and emotions so they might have slightly different brainwave signals. So before adapting this system,the interface should be configured according to the brain activity of the driver. Discussion: The research and developmentof brainwave controlled vehicle during unconsciousness of the driver has received a great deal of attention because theycan help to avoid the accident on the road. Improving the BCI system performance to make brainwave controlled vehiclesusable in real-world situations. Keywords: Brain Computer Interface (BCI), Brain Wave Sensor, EEG, Bluetooth", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/55k0b1r4", "frozenauthors": [ { "first_name": "Nilakshi", "middle_name": "", "last_name": "Mahanta", "name_suffix": "", "institution": "North Eastern Hill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29231/galley/19102/download/" } ] }, { "pk": 28455, "title": "Conversation Transition Times:\nWorking Memory & Conversational Alignment", "subtitle": null, "abstract": "Fluent conversation is a marvel of multi-tasking within the\nlanguage domain: listeners must simultaneously comprehend\nthe speaker, predict a turn transition point, and plan a\nresponse. Experiment 1 used spontaneous conversation to\ninvestigate the apparent demands of conversation on working\nmemory by manipulating the difficulty of a secondary task.\nThe experiment found support for Load Theory's (e.g., Lavie\net al. 2004) prediction that both conversational fluency and\nperformance on a secondary task would decrease as working\nmemory load increased. However, there was also some\nsupport for Pickering and Garrod's (2004, 2013) proposal that\ndialogue is facilitated by a collection of automatic cognitive\noperations when interlocutors are well-aligned (i.e., using the\nsame words, phrases, and structures to discuss the same\ntopics). Experiment 2 tested two claims motivated by this\naccount: alignment is necessary for fluent turn transitions, and\nlexical repetition between speakers is an essential component\nof the alignment advantage. We found support for the former\nclaim, but not the latter.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Conversation" }, { "word": "Dialogue" }, { "word": "working memory" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/98w3t6b4", "frozenauthors": [ { "first_name": "Julie", "middle_name": "E.", "last_name": "Boland", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28455/galley/18326/download/" } ] }, { "pk": 29319, "title": "Corpus-based topic modeling for the cognitive study of the 21st centurysociocultural challenges", "subtitle": null, "abstract": "The results were obtained in the course of a two-stage study. At the first stage (2018) linguists analyzed the conceptualdomain sociocultural challenges on the basis of purposely elaborated Russian language THREAT-corpus (10.4 m words)and built a frame of the domain. At the second stage (2018-2019) the research was carried out with methods of automatedtopic modeling for two Russian language corpora: THREAT-corpus and alternative corpus collected using WebBootCaTtool in the SketchEngine corpus management system. Methods of topic modeling (PLSA, LDA, BigARTM et al.) allowedeliciting thematic profiles for texts of both corpora. Comparison of two datasets was carried out by applying set theory,graph theory, and probabilistic analysis. Combining topic modeling with linguistic frame analysis resulted in more pre-cise configurations of cognitive models in the conceptual domain sociocultural challenges. Word frequency for lexemesmanifesting sociocultural challenges proved to be an important factor of conceptual structures representation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0vv47032", "frozenauthors": [ { "first_name": "Vera", "middle_name": "", "last_name": "Zabotkina", "name_suffix": "", "institution": "Russian State University for the Humanities", "department": "" }, { "first_name": "Boris", "middle_name": "M.", "last_name": "Velichkovsky", "name_suffix": "", "institution": "Kurchatov Institute", "department": "" }, { "first_name": "Artemy", "middle_name": "", "last_name": "Kotov", "name_suffix": "", "institution": "Kurchatov Institute", "department": "" }, { "first_name": "Dmitry", "middle_name": "", "last_name": "Orlov", "name_suffix": "", "institution": "Russian State University for the Humanities", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Piperski", "name_suffix": "", "institution": "Russian State University for the Humanities", "department": "" }, { "first_name": "ELENA", "middle_name": "", "last_name": "POZDNYAKOVA", "name_suffix": "", "institution": "Russian State University for the Humanities", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29319/galley/19190/download/" } ] }, { "pk": 28891, "title": "Correction of Manipulated Responses in the\nChoice Blindness Paradigm: What are the Predictors?", "subtitle": null, "abstract": "Choice blindness is a cognitive phenomenon describing that\nwhen people receive false feedback about a choice they just\nmade, they often accept the outcome as their own. Little is\nknown about what predisposes people to correct\nmanipulations they are subjected to in choice blindness\nstudies. In this study, 118 participants answered a political\nattitude survey and were then asked to explain some of their\nresponses out of which three had been manipulated to indicate\nan opposite position. Just over half (58.4%) of the\nmanipulations were corrected. We measured extremity,\ncentrality and commitment for each attitude, and one week\nprior to the experiment we assessed participants’ preference\nfor consistency, need for cognition and political awareness.\nOnly extremity was able to predict correction. The results\nhighlight the elusiveness of choice blindness and speak\nagainst dissonance and lack of motivation to engage in\ncognitively demanding tasks as explanations why the effect\noccurs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "choice blindness; attitude change; attitude\nstrength; need for cognition; preference for consistency;\npolitical awareness." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4d8906xw", "frozenauthors": [ { "first_name": "Thomas", "middle_name": "", "last_name": "Strandberg", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Lars", "middle_name": "", "last_name": "Hall", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Petter", "middle_name": "", "last_name": "Johansson", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Fredrik", "middle_name": "", "last_name": "Björklund", "name_suffix": "", "institution": "Lund University", "department": "" }, { "first_name": "Philip", "middle_name": "", "last_name": "Pärnamets", "name_suffix": "", "institution": "Karolinska Institute Solnavägen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28891/galley/18762/download/" } ] }, { "pk": 29113, "title": "Co-thought gestures during abstract relational reasoning", "subtitle": null, "abstract": "When talking about abstract relations like better and worse, people often use gestures arrayed in space to get their pointacross. But are these analogical gestures solely communicative props that make abstract content more accessible for listen-ers, or do they also reflect an integral part of reasoning? To address this question, we investigated whether people wouldproduce analogical gestures outside of a communicative context. In a linear syllogism task, participants spontaneouslygestured on 52.4% of trials on average; most participants (87.5%) gestured on at least one trial. Trials involving spatialrelational terms prompted more gestures per trial than those with non-spatial terms (spatial: M = 2.87; non-spatial: M =2.29; F(1, 23) = 7.62, p = .011). Analogical gestures thus do occur outside of communicative contexts, suggesting thatthey serve to aid the reasoning process itself. An in-progress follow-up study replicates and extends these findings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ts4v282", "frozenauthors": [ { "first_name": "Misha", "middle_name": "", "last_name": "Ash", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Kensy", "middle_name": "", "last_name": "Cooperrider", "name_suffix": "", "institution": "University of Chicago", "department": "" }, { "first_name": "Dedre", "middle_name": "", "last_name": "Gentner", "name_suffix": "", "institution": "Northwestern University, Evanston", "department": "" }, { "first_name": "Susan", "middle_name": "", "last_name": "Goldin-Meadow", "name_suffix": "", "institution": "University of Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29113/galley/18984/download/" } ] }, { "pk": 29289, "title": "Creativity and Machine Learning: Divergent Thinking EEG Analysis andClassification", "subtitle": null, "abstract": "Prior research has shown that greater EEG alpha power (8-13 Hz) is characteristic of greater creativity. This study investi-gates the potential for machine learning to classify more and less creative brain states. Participants completed an alternateuse task, in which they thought of normal or uncommon (more demanding) uses for everyday objects (e.g., brick). Wehypothesized that alpha power and reaction time would be greater for uncommon uses, and that a trained machine learningmodel would be able to reliably classify data from the two conditions. Participants responded much faster in the normalcondition, compared to uncommon; alpha was significantly greater for the uncommon condition; and 73.3% classifica-tion accuracy was attained when a trained model was applied to new data. Future research will attempt to implementneurofeedback training to maintain optimally creative states.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1716b8bt", "frozenauthors": [ { "first_name": "Carl", "middle_name": "", "last_name": "Stevens", "name_suffix": "", "institution": "University of Arkansas", "department": "" }, { "first_name": "Darya", "middle_name": "", "last_name": "Zabelina", "name_suffix": "", "institution": "University of Arkansas", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29289/galley/19160/download/" } ] }, { "pk": 28726, "title": "Cross-cultural differences in playing centipede-like gameswith surprising opponents", "subtitle": null, "abstract": "In this paper, we study cross-cultural differences in strategicreasoning in turn-taking games, as related to game-theoreticnorms as well as affective aspects such as trust, degrees of risk-taking and cooperation. We performed a game experiment toinvestigate how these aspects play a role in reasoning in simpleturn-based games, known as centipede-like games, across threecultures, that of The Netherlands, Israel and India. While thereis no significant main effect of nationalities on the behaviourof players across games, certain unexpected interactive effectsare found in their behaviour in particular games.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "intercultural differences; game theory; reasoning ingames; trust and trustworthiness; risk considerations; cooperation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bd8w3hm", "frozenauthors": [ { "first_name": "Sujata", "middle_name": "", "last_name": "Ghosh", "name_suffix": "", "institution": "Indian Statistical Institute", "department": "" }, { "first_name": "Rineke", "middle_name": "", "last_name": "Verbrugge", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Harmen", "middle_name": "", "last_name": "de Weerd", "name_suffix": "", "institution": "Hanze University of Applied Sciences", "department": "" }, { "first_name": "Aviad", "middle_name": "", "last_name": "Heifetz", "name_suffix": "", "institution": "The Open University of Israel", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28726/galley/18597/download/" } ] }, { "pk": 28938, "title": "Crossmodal Spatial Mappings as a Function of Online Relational Analyses?", "subtitle": null, "abstract": "Crossmodal correspondences are innate, language-based and\nstatistically derived. They occur across all sensory systems\nand in different cultures. Despite their multiformity, they are\nexhibited analogously, mainly through robust congruency\neffects. One plausible explanation is that they rely on a\ncommon underlying mechanism, reflecting the fundamental\nability to transfer relational patterns across different domains.\nWe investigated the pitch-height correspondence in a bimodal\nsound-discrimination task, where the context of one relative\nsound pitch was changed online. The intermediate sound\nfrequency was presented in successive blocks with lower or\nhigher equidistant sounds and two squares at fixed up and\ndown vertical positions. Congruency effects were transferred\nacross sound contexts with ease. The results supported the\nassumption about the relational basis of the crossmodal\nassociations. In addition, vertical congruency depended\ncritically on the horizontal spatial representations of sound.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "crossmodal associations; relational mapping;\npitch-height correspondence; SMARC effect" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bh2h6fv", "frozenauthors": [ { "first_name": "Yordanka", "middle_name": "", "last_name": "Zafirova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Yolina", "middle_name": "", "last_name": "Petrova", "name_suffix": "", "institution": "New Bulgarian University", "department": "" }, { "first_name": "Georgi", "middle_name": "", "last_name": "Petkov", "name_suffix": "", "institution": "New Bulgarian University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28938/galley/18809/download/" } ] }, { "pk": 28849, "title": "Crowdsourcing effective educational interventions", "subtitle": null, "abstract": "Creating effective educational interventions that correctpeople’s misconceptions is difficult. This has led manyresearchers to conclude that people do not properly attend tonew information in a way that they should. However, even if ascientifically-grounded intervention fails, it is still possiblethat other interventions would be effective. Yet, it is notpractically feasible to systematically explore and test theentire hypothesis space of possible interventions. Here, weexamined whether researchers could use online arguments todevelop effective educational interventions, in effect,narrowing the intervention hypothesis space. Across twoexperiments (N = 1, 816), we found that argumentscrowdsourced from Reddit’s Change My View were aseffective or more effective at changing beliefs thaninterventions developed by academics and published intop-tier scientific journals. These results suggest thatresearchers can build on successful crowdsourced argumentsto develop effective educational interventions likely to correctpeople’s misconceptions in more naturalistic settings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "belief change; crowdsourcing; crowd work" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9md9d197", "frozenauthors": [ { "first_name": "J.", "middle_name": "Hunter", "last_name": "Priniski", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28849/galley/18720/download/" } ] }, { "pk": 29052, "title": "Cue Validity, Feature Salience, and the Development of Inductive Inference", "subtitle": null, "abstract": "Young children can generalize properties to novel stimuli, but the mechanism underlying these early inductions is stilldebated. Some researchers argue that from an early age induction relies on category information and undergoes littledevelopment, while others believe that early induction is similarity-based, and the use of categories emerges over time.This present study brings new evidence to the debate by exploring the kinds of features 4-year-old children and adults (N= 123) rely on in their induction. Our results indicate that induction undergoes dramatic development: young childrentend to rely on salient features when performing induction, whereas adults rely primarily on category information. Weargue that the reported findings present evidence challenging category-based accounts of early induction, while supportingsimilarity-based accounts.", "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/1n56t41h", "frozenauthors": [ { "first_name": "Robert", "middle_name": "", "last_name": "Ralston", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Vladimir", "middle_name": "", "last_name": "Sloutsky", "name_suffix": "", "institution": "The Ohio State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29052/galley/18923/download/" } ] }, { "pk": 28826, "title": "Cultural Affordances in AI Perception", "subtitle": null, "abstract": "Affordances offer AI research an alternative from\nrepresentations for linking perception to action in autonomous\nsystems. Affordances are based in the informational structure\nof the environment and the somatic capacities of the agent\nand arise in their interaction. AI implementations of\naffordance perception typically utilize relatively basic, natural\naffordances such as the graspability of a handle. Culturally-\nscaffolded affordances, such as the letter-mailing capacity of\na postbox, pose a more intractable problem for affordance-\nbased robotics. This class of affordances requires\nacculturation and is highly culture-specific. AI\nimplementations of affordance perception typically bypass\nthis difficulty by making recourse to representations. I begin\nby reviewing affordance perception and the difference\nbetween natural and cultural affordances. I then critically\ndiscuss implementations of cultural affordance perception in\nautonomous agents. Finally, I argue that AI affordance\nperception does not require a robust representationalism in\norder to implement cultural affordances.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "affordances; AI perception; embodied cognition;\nphilosophy of AI; representations" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/18h591wj", "frozenauthors": [ { "first_name": "Zachariah", "middle_name": "A.", "last_name": "Neemeh", "name_suffix": "", "institution": "University of Memphis", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28826/galley/18697/download/" } ] }, { "pk": 29232, "title": "Cultural difference of the effect of analytical / intuitive thinking style on reasoning,JDM, and belief tasks.", "subtitle": null, "abstract": "Research within the dual-process framework have repeatedly suggested that individuals thinking style can predict theirperformance on reasoning, judgment, decision making, and acceptance of religious and paranormal statements. However,some studies also suggested that the link between analytical thinking and epistemically unwarranted beliefs was peculiar toso-called WEIRD societies. The present study aimed to explore the possible cultural (Western and Eastern) difference onthe relationship between performance and style of our thinking. Participants were presented with various tasks includingbelief bias, denominator neglect bias, numeracy, temporal discounting, risk preference, and paranormal belief. They werealso presented with tasks measuring their thinking styles (CRT and Rational-Experiential Inventory). Results showedthat the effects of thinking style on heuristics-bias and decision-making tasks were almost similar between two cultures,however we find a significant style-culture interaction in paranormal beliefs. This may suggest a cultural difference of therole of analytical thinking on belief-based response.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5cj1t5m4", "frozenauthors": [ { "first_name": "Yoshimasa", "middle_name": "", "last_name": "Majima", "name_suffix": "", "institution": "Hokusei Gakuen University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29232/galley/19103/download/" } ] }, { "pk": 28946, "title": "Culture as ground for cross modality unidimensional timelines", "subtitle": null, "abstract": "Current evidence supports the idea that time is mentally represented by unidimensional spaces. One main question iswhether the language modality grounds differences on using these spaces when signers and speakers share the culturalframing of time (e.g., by clocks, calendars, etc.). We tested whether past and future events are represented along a Left-PastRight-Future and a Behind-Past Ahead-Future mental timeline in two language modalities. In Experiments 1 and 2 deafsigners of Uruguayan Sign Language (LSU) categorized the temporal reference of LSU sentences by pressing a directionalkey. The congruency effect was registered for the Left-Past Right-Future trials and for hand setting counterbalancedBehind-Past Ahead-Future trials. Experiments 3 and 4 replicated the congruency effect for Spanish speakers. The findingsanswered the research question in line with the suggestion that when signers and speakers share the cultural framing oftime the tested space-time mappings activates on the same fashion.", "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/9j76h82j", "frozenauthors": [ { "first_name": "Roberto", "middle_name": "", "last_name": "Aguirre", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" }, { "first_name": "Alejandro", "middle_name": "", "last_name": "Fojo", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" }, { "first_name": "Mauricio", "middle_name": "", "last_name": "Castillo", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" }, { "first_name": "Mara", "middle_name": "", "last_name": "Macedo", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" }, { "first_name": "Adriana", "middle_name": "", "last_name": "de Len", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" }, { "first_name": "Maximiliano", "middle_name": "", "last_name": "Meliande", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" }, { "first_name": "Germn", "middle_name": "", "last_name": "Tourn", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" }, { "first_name": "Yliana", "middle_name": "", "last_name": "Rodrguez", "name_suffix": "", "institution": "Universidad de la Repblica", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28946/galley/18817/download/" } ] }, { "pk": 28591, "title": "Cumulative cultural evolution in a non-copying taskin children and Guinea baboons", "subtitle": null, "abstract": "The unique cumulative nature of human culture has often beenexplained by high-fidelity copying mechanisms found only inhuman social learning. However, transmission chain exper-iments in human and non-human primates suggest that cu-mulative cultural evolution (CCE) might not be dependent onhigh-fidelity copying after all. In this study we test whetherCCE is possible even with a non-copying task. We performedtransmission chain experiments in Guinea baboons and chil-dren where individuals observed and reproduced visual pat-terns on touch screen devices. In order to be rewarded, par-ticipants had to avoid touching squares that were touched bya previous participant. In other words, they were regardedfor innovation rather than copying. Results nevertheless ex-hibited two fundamental properties of CCE: an increase overgenerations in task performance and the emergence of sys-tematic structure. However, CCE arose from different mecha-nisms across species: children, unlike baboons, converged inbehaviour over generations by copying specific patterns in adifferent location, thus introducing alternative copying mech-anisms into the non-copying task. We conclude that CCE canresult from non-copying tasks and that there is a broad spec-trum of possible mechanisms that will lead to CCE aside fromhigh-fidelity transmission.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social learning; transmission chain; copyin" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2n7721xt", "frozenauthors": [ { "first_name": "Carmen", "middle_name": "", "last_name": "Saldana", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Jo ̈el", "middle_name": "", "last_name": "Fagot", "name_suffix": "", "institution": "Aix-Marseille University,", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Claidi`ere", "name_suffix": "", "institution": "Aix-Marseille University,", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28591/galley/18462/download/" } ] }, { "pk": 28781, "title": "Curiosity, Frontal EEG Asymmetry, and Learning", "subtitle": null, "abstract": "Curiosity plays a critical role in our daily behaviors and\ninteractions. Yet, very little is known about its psychological\nand neural underpinnings. By reframing curiosity as the\nmotivation to obtain reward – where the reward is information\n–, and using frequency-based metrics of frontal brain\nlateralization, we aimed to investigate the neural correlates of\ncuriosity in the frontal cortex and its effects on subsequent\nlearning. Twenty-one undergraduate students participated in\nthis two-day study by answering 35 general interest trivia\nquestions, while EEG data was being recorded, also indicating\ntheir curiosity towards the question. One week later,\nparticipants were asked to write down the correct answers to\neach one of the questions. The results of this study suggested\nthat frontal brain asymmetry (FBA) predicts memory recall,\nbut is not directly correlated with self-reported curiosity. Study\nlimitations and future directions are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "curiosity; EEG; frontal brain asymmetry; learning;\nmemory" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/82v1b0sr", "frozenauthors": [ { "first_name": "Gabriel", "middle_name": "", "last_name": "Lima", "name_suffix": "", "institution": "Drew University", "department": "" }, { "first_name": "Fabiana", "middle_name": "", "last_name": "Rocha", "name_suffix": "", "institution": "Drew University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28781/galley/18652/download/" } ] }, { "pk": 29206, "title": "Curiouser and Curiouser: Childrens intrinsic exploration of mazes and its effectson reaching a goal.", "subtitle": null, "abstract": "Children are naturally curious, and now even reinforcement learning models within machine learning are channeling thischild-like curiosity. Pathak et-al (2017) created the ICM (Intrinsic Curiosity Model) in which curiosity serves as anintrinsic reward signal to enable the agent to explore its environment and learn skills, in this case a maze game calledDoom. We study this inherent ability in children by having them explore mazes, with and without goals built usingDeepMind software. In our pilot data we found that kids are adept at exploring the maze, readily and without prompt. Wesuggest a relationship between exploration and performance on a maze task, such that performance in the curiosity drivenmaze exploration task, is correlated with finding a goal in a second separate maze, even when the initial path to the goal isblocked. We also show side-by-side comparisons of the ICM vs. children exploring on our mazes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7d46m7fh", "frozenauthors": [ { "first_name": "Eliza", "middle_name": "", "last_name": "Kosoy", "name_suffix": "", "institution": "University of California at Berkeley", "department": "" }, { "first_name": "Deepak", "middle_name": "", "last_name": "Pathak", "name_suffix": "", "institution": "University of California at Berkeley", "department": "" }, { "first_name": "Pulkit", "middle_name": "", "last_name": "Agrawal", "name_suffix": "", "institution": "University of California at Berkeley", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Gopnik", "name_suffix": "", "institution": "University of California at Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29206/galley/19077/download/" } ] }, { "pk": 28754, "title": "Curious Topics: A Curiosity-Based Model of First Language Word Learning", "subtitle": null, "abstract": "This paper investigates whether a curiosity-based strategy\ncould be beneficial to word learning. Children are active\nconversation partners and exert considerable influence over the\ntopics that are discussed in conversation with their parents. As\nthe choice of topics is likely to be intrinsically motivated, a\nformalization of curiosity is implemented in a word learning\nmodel. The model receives annotated Flickr30k Entities\nimages as input, and is trained in two conditions. In the curious\ncondition, the model chooses objects to talk about from the\nscene according to the curiosity mechanism, whereas in the\nrandom condition, the model receives randomly chosen objects\nas input. The goal of this study is to show how a curious, active\nchoice of topics by a language learner improves word learning\ncompared to random selection. Curiosity is found to make word\nlearning faster, increase robustness, and lead to better accuracy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning; curiosity; interaction; connectionist\nmodel." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5m22z6p3", "frozenauthors": [ { "first_name": "Daan", "middle_name": "", "last_name": "Keijser", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Lieke", "middle_name": "", "last_name": "Gelderloos", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Afra", "middle_name": "", "last_name": "Alishahi", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28754/galley/18625/download/" } ] }, { "pk": 28502, "title": "Dark Forces in Language Comprehension:The Case of Neuroticism and Disgust in a Pupillometry Study", "subtitle": null, "abstract": "We report on initial findings from a pupillometry study thatinvestigated the influence of two extra-linguistic variables,namely Neuroticism and Disgust Sensitivity, on auditory lan-guage comprehension in adults. Results suggest that: (1) Lan-guage comprehension is influenced by extra-linguistic vari-ables and individual differences; (2) the processing of differ-ent kinds of linguistic errors, as opposed to clashes with anindividual’s value or belief system, are influenced by differ-ent extra-linguistic variables; and that (3) Disgust Sensitiv-ity at least partially predicts pupillary responses to utterancesclashing with an individual’s belief system. Results are dis-cussed with regards to linguistic anticipation, cognitive effortand arousal, and resource allocation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "psycholinguistics; extra-linguistic information;individual differences; pupillometry; language comprehen-sion; personality; Disgust; neuroticism" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8b4971p2", "frozenauthors": [ { "first_name": "Isabell", "middle_name": "", "last_name": "Hubert", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Juhani", "middle_name": "", "last_name": "J ̈arvikivi", "name_suffix": "", "institution": "University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28502/galley/18373/download/" } ] }, { "pk": 28411, "title": "Daylong data: Raw audio to transcript via automated & manual open-science tools", "subtitle": null, "abstract": "Several of the central questions in language, social cognition,and developmental research focus on the roles of input, out-put, and interaction on learning and communication. While ithas become easy to collect long-form recordings, getting use-ful data out of them is a more daunting task. Across four mini-sessions, this tutorial aims to address pre- and post-data collec-tion concerns, and provide a hands-on introduction to manualand automated annotation techniques. Attendees will leave thistutorial with resources and concrete experience for collecting,annotating, and sharing/archiving naturalistic recordings, in-cluding specific open-science practices relevant for these data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "daylong recordings; natural language; speechtechnology; automated annotation; open science" } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5th3j0bz", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Bunce", "name_suffix": "", "institution": "University of Manitoba", "department": "" }, { "first_name": "Elika", "middle_name": "", "last_name": "Bergelson", "name_suffix": "", "institution": "Duke University", "department": "" }, { "first_name": "Anne", "middle_name": "", "last_name": "Warlaumont", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Marisa", "middle_name": "", "last_name": "Casillas", "name_suffix": "", "institution": "MPI for Psycholinguistics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28411/galley/18282/download/" } ] }, { "pk": 28579, "title": "Deception in evidential reasoning: Willful deceit or honest mistake?", "subtitle": null, "abstract": "How does one deal with the possibility of deception? Extant\nliterature has mostly focused on identifying deception via cue\ndetection. However, how we reason about the possibility of\ndeception remains under-explored. We use a novel formalism\nto expose the complexity of this reasoning problem (e.g.\nseparating the uncertainty of an honest mistake, from willful\ndeception), in the process highlighting several reasoning\nerrors regarding deception. Notably, we show reasoners to\nmake substantial errors when reasoning about a (possibly)\ndeceptive source in isolation (including base rate neglect\nerrors), but find that reasoning improves when further\n(independently sourced) corroborative or contradicting reports\nare introduced.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "deception; evidential reasoning; probabilistic\nreasoning; Bayesian Networks; belief updating" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1rc3p7t0", "frozenauthors": [ { "first_name": "Toby", "middle_name": "D.", "last_name": "Pilditch", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Fries", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Lagnado", "name_suffix": "", "institution": "University College London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28579/galley/18450/download/" } ] }, { "pk": 28887, "title": "Decision-makers minimize regret when calculating regret is easy", "subtitle": null, "abstract": "This paper provides empirical evidence that human decision-\nmakers use prospective regret minimization as their dominant\ndecision strategy when regret calculations are cognitively\neasier to perform, and use expected utility maximization when\nthey aren't. We designed a simple decision problem wherein\nutility maximization and expected regret minimization yield\ndistinctly difference choices, and manipulated the cognitive\neffort involved in making regret calculations across\nrespondent samples to arrive at our results. While previous\nresearch has associated ecological considerations like sense of\nresponsibility and familiarity with this difference, we show\nthat, at least in experimental settings, cognitive calculability\nin regret space appears to predominantly drive this difference.\nWe also show that this preference for regret minimization can\nbe countermanded by changing the distribution of options\npresented to the respondent, posing a challenge to simple\nsequential accounts of strategy selection learning which\nsequence strategy selection and application in order.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision-making; cognitive heuristics; cognitive\neffort; regret minimization; utility maximization" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51t5x280", "frozenauthors": [ { "first_name": "Nisheeth", "middle_name": "", "last_name": "Srivastava", "name_suffix": "", "institution": "IIT Kanpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28887/galley/18758/download/" } ] }, { "pk": 28643, "title": "Decision-Making in a Social Multi-Armed Bandit Task: Behavior,Electrophysiology and Pupillometry", "subtitle": null, "abstract": "Understanding, predicting, and learning from other people’sactions are fundamental human social-cognitive skills. Littleis known about how and when we consider other’s actionsand outcomes when making our own decisions. We developeda novel task to study social influence in decision-making: thesocial multi-armed bandit task. This task assesses how peoplelearn policies for optimal choices based on their ownoutcomes and another player's (observed) outcomes. Themajority of participants integrated information gained throughobservation of their partner similarly as information gainedthrough their own actions. This lead to a suboptimal decision-making strategy. Interestingly, event-related potentials time-locked to stimulus onset qualitatively similar but theamplitudes are attenuated in the solo compared to the dyadicversion. This might indicate that arousal and attention afterreceiving a reward are sustained when a second agent ispresent but not when playing alone.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Decision-Making; Uncertainty; Multi-ArmedBandit; Social Interaction; Dyadic EEG" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48c4x537", "frozenauthors": [ { "first_name": "Julia", "middle_name": "Anna", "last_name": "Adrian", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Siddharth", "middle_name": "", "last_name": "Siddharth", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Syed", "middle_name": "Zain Ali", "last_name": "Baquar", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Tzyy-Ping", "middle_name": "", "last_name": "Jung", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Gedeon", "middle_name": "", "last_name": "Deák", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28643/galley/18514/download/" } ] }, { "pk": 28811, "title": "Decisions Against Preferences", "subtitle": null, "abstract": "An agent decides against her preferences, if she considersan option x better than another option y but neverthe-less decides to do y. A central tenet of rational choi-ce theory states that individuals do not decide againsttheir preferences, whereby we find two kinds of potentialcounterexamples in the literature: akrasia, also known asweak-willed decisions, and decisions based on so-calleddeontic constraints such as obligations or commitments.While there is some empirical evidence that weak-willedchoices are a real phenomenon, leading scholars in phi-losophy of economics debate whether choices based oncommitments can be counter-preferential. As far as weknow, however, nobody so far has tried to settle this de-bate empirically. This paper contributes to both debatessince we present some empirical evidence that (i) akrasiacan also be strong-willed and (ii) choices made on the ba-sis of commitments can indeed be counter-preferential.We will conclude that people can decide against theirpreferences without being unreasonable.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Counter-Preferential Choice; RationalChoice Theory; Akrasia; Commitments; Empirical Stu-dies." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3d76c6dw", "frozenauthors": [ { "first_name": "Messerli", "middle_name": "", "last_name": "Michael", "name_suffix": "", "institution": "University of Sheffield", "department": "" }, { "first_name": "Reuter", "middle_name": "", "last_name": "Kevin", "name_suffix": "", "institution": "Universitat Bern", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28811/galley/18682/download/" } ] }, { "pk": 28699, "title": "Decoding Affirmative and Negated Action-Related Sentences in the Brain withDistributional Semantic Models", "subtitle": null, "abstract": "Recent work shows that distributional semantic models can be used to decode patterns of brain activity associated withindividual words and sentence meanings. However, it is yet unclear to what extent such models can be used to study anddecode brain activity patterns associated with specific aspects of semantic composition such as the negation function. Inthis paper, we investigate the extent to which distributional semantic models of action-verbs correlate with brain activityassociated with negated and affirmative sentences containing hand-action verbs. Our results show reduced correlations forsentences where the verb is in the negated context, as compared to the affirmative one, within brain regions implicated inaction-semantic processing. The results lend support to the idea that negation involves reduced access to aspects of theaffirmative representation and pave the way for further testing alternate distributional-based semantic models of negationagainst human semantic processing in the brain.", "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/56r7r04p", "frozenauthors": [ { "first_name": "Vesna", "middle_name": "", "last_name": "Djokic", "name_suffix": "", "institution": "University of Southern California, Los Angeles", "department": "" }, { "first_name": "Jean", "middle_name": "", "last_name": "Maillard", "name_suffix": "", "institution": "University of Cambridge, Cambridge", "department": "" }, { "first_name": "Luana", "middle_name": "", "last_name": "Bulat", "name_suffix": "", "institution": "University of Cambridge, Cambridge", "department": "" }, { "first_name": "Ekaterina", "middle_name": "", "last_name": "Shutova", "name_suffix": "", "institution": "University of Amsterdam", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28699/galley/18570/download/" } ] }, { "pk": 28706, "title": "Decomposing Human Causal Learning:Bottom-up Associative Learning and Top-down Schema Reasoning", "subtitle": null, "abstract": "Transfer learning is fundamental for intelligence; agents ex-pected to operate in novel and unfamiliar environments mustbe able to transfer previously learned knowledge to new do-mains or problems. However, knowledge transfer manifestsat different levels of representation. The underlying compu-tational mechanisms in support of different types of transferlearning remain unclear. In this paper, we approach the transferlearning challenge by decomposing the underlying computa-tional mechanisms involved in bottom-up associative learningand top-down causal schema induction. We adopt a Bayesianframework to model causal theory induction and use the in-ferred causal theory to transfer abstract knowledge betweensimilar environments. Specifically, we train a simulated agentto discover and transfer useful relational and abstract knowl-edge by interactively exploring the problem space and extract-ing relations from observed low-level attributes. A set of hier-archical causal schema is constructed to determine task struc-ture. Our agent combines causal theories and associative learn-ing to select a sequence of actions most likely to accomplishthe task. To evaluate the proposed framework, we compareperformances of the simulated agent with human performancein the OpenLock environment, a virtual “escape room” with acomplex hierarchy that requires agents to reason about causalstructures governing the system. While the simulated agent re-quires more attempts than human participants, the qualitativetrends of transfer in the learning situations are similar betweenhumans and our trained agent. These findings suggest humancausal learning in complex, unfamiliar situations may rely onthe synergy between bottom-up associative learning and top-down schema reasoning.", "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/4p99b2fg", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Edmonds", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Siyuan", "middle_name": "", "last_name": "Qi", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Yixin", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Kubricht", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Song-Chun", "middle_name": "", "last_name": "Zhu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Hongjing", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28706/galley/18577/download/" } ] }, { "pk": 28823, "title": "Decomposing Individual Differences in Cognitive Control:A Model-Based Approach", "subtitle": null, "abstract": "Researchers have long been interested in using laboratory mea-sures of cognitive control to predict a person’s cognitive con-trol/self control success outside the lab. We used a computa-tional approach to identify which lab-based performance mea-sures provide the most valid individual difference measuresof one’s ability and/or motivation to exert cognitive control.We simulated performance across an array of cognitive controltasks, and estimated the degree to which different performancemetrics (e.g., congruency effects, conflict adaptation, and de-mand avoidance) could theoretically provide valid estimatesof processes underlying control allocation. By performing di-mension reduction on these performance metrics, we furtherrevealed latent dimensions that can index separate mechanismsof control-demanding behavior. Our results suggest that indi-vidual differences in measures of cognitive control can orig-inate from multiple factors, several of which are unrelated tocapacity for cognitive control. We conclude by discussing im-plications of these analyses for assessing individual differencesin cognitive control phenomena.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "individual differences; cognitive control; motiva-tion; self-control" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/95f995wb", "frozenauthors": [ { "first_name": "Sebastian", "middle_name": "", "last_name": "Musslick", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Amitai", "middle_name": "", "last_name": "Shenhav", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28823/galley/18694/download/" } ] }, { "pk": 29230, "title": "Deconvolving a Complex, Real-Life Task: Do standard lab tasks predict CPRlearning and retention?", "subtitle": null, "abstract": "Cardiopulmonary resuscitation (CPR), a basic life-saving skill, requires a combination of procedural and declarativeknowledge. CPR proficiency was assessed and re-trained to criterion across four sessions (spaced weeks to months apart).In addition, three laboratory tasks were administered: continuation tapping, paired-associate learning, and Raven ma-trices. These served as proxies for procedural learning, declarative learning, and general cognitive ability, respectively.Even though a computational model (Predictive Performance Equation, Walsh et al., 2018) predicted long-term CPR per-formance, none of the lab tasks correlated with any aspect of CPR performance (initial performance, (re-)learning, orretention of CPR; see https://osf.io/m8bxe/ for details). These results highlight the challenges faced when translating labresults into real-world domains and can serve as a benchmark for applying computational models to real-life learning andforgetting.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7kj538nb", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Maa", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Florian", "middle_name": "", "last_name": "Sense", "name_suffix": "", "institution": "University of Groningen", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Krusmark", "name_suffix": "", "institution": "Wright-Patterson Air Force Base", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Gluck", "name_suffix": "", "institution": "Air Force Research Laboratory", "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": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29230/galley/19101/download/" } ] }, { "pk": 29038, "title": "Decoy Effect and Violation of Betweenness in Risky Decision Making: AResource-Rational Mechanistic Account", "subtitle": null, "abstract": "A wealth of experimental evidence shows that, contrary to normative models of choice, people’s preferences are markedlyswayed by the context in which options are presented. In this work, we present the first resource-rational, mechanisticaccount of the decoy effect—a major contextual effect in risky decision making. Our model additionally explains a related,well-known behavioral departure from expected utility theory: violation of betweenness. We demonstrate that, contrary towidely held views, these effects can be accounted for by a variant of normative expected-utility maximization—sample-based expected utility model (SbEU; Nobandegani et al., 2018)—which acknowledges cognitive limitations. Our work isconsistent with two empirically well-supported hypotheses: (i) In probabilistic reasoning and judgment, a cognitive sys-tem accumulates information through sampling, and (ii) People engage in pairwise comparisons when choosing betweenmultiple alternatives.", "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/9j84d19f", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "da Silva-Castanheira", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "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": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29038/galley/18909/download/" } ] }, { "pk": 29323, "title": "Deep Learning of Chinese Characters", "subtitle": null, "abstract": "In this study, the printing forms (different fonts) of about 3000 common Chinese characters were sent into a Deep NeuralNetwork (DNN), along with their sounds. The network can successfully learn the association between the form and thesound of these characters. It also develops certain generalizability when facing new characters. In addition, the internalrepresentations on different layers of the network show the emergence of basic writing structures of Chinese characters(i.e. strokes, radicals, left-right, top-down structures ). The learning pattern of the network is further compared with thatof the elementary school students.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5ts7p60t", "frozenauthors": [ { "first_name": "Xiaowei", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "Emmanuel College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29323/galley/19194/download/" } ] }, { "pk": 28587, "title": "Definition of Memory for the Cognitive Sciences", "subtitle": null, "abstract": "We provide a definition of ‘memory’ that is broad enough to\napply to both natural and artificial systems. Inspired by\ncomputation and information theory, we define memory as a\nprocess that preserves information through time while\nmaintaining its usefulness as an object to be computed. We\ndefend the extensiveness of our definition by explaining how it\napplies to both brains and modern computers. We then consider\npotential objections to our definition. Our primary goal is to\nprovide a definition of ‘memory’ that is broadly applicable\nacross various cognitive sciences subfields.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "memory; computation; representation; information" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11r0t01t", "frozenauthors": [ { "first_name": "Brett", "middle_name": "A.", "last_name": "Ross", "name_suffix": "", "institution": "University of Central Florida", "department": "" }, { "first_name": "Luis", "middle_name": "H.", "last_name": "Favela", "name_suffix": "", "institution": "University of Central Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28587/galley/18458/download/" } ] }, { "pk": 28988, "title": "Demonstrating the Impact of Prior Knowledge in Risky Choice", "subtitle": null, "abstract": "Bayesian models that optimally integrate prior probabilities with observations have successfully explained many aspects ofhuman cognition. Research on decision-making under risk, however, is usually done through laboratory tasks that attemptto remove the effect of prior knowledge on choice. To test the effects of manipulating prior probabilities on participants’choices, we ran a large online experiment in which risky options paid out according to the distribution of Democratic andRepublican voters in unknown congressional districts in known US states. This setup allows us to directly manipulate priorprobabilities while holding observations constant and to compare people’s choices with the options’ true posterior values.We find that people’s choices are appropriately influenced by prior probabilities, and discuss how the study of risky choicecan be integrated into the Bayesian approach to studying cognition.", "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/25m8d60k", "frozenauthors": [ { "first_name": "Mathew", "middle_name": "", "last_name": "Hardy", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Griffiths", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28988/galley/18859/download/" } ] }, { "pk": 29098, "title": "Demonstrative This and Hand Pointing Can Promote Socio-CentricInterpretations About Invisible Objects", "subtitle": null, "abstract": "Conveying referential intention is essentially important to cooperate with others. It is reported that even adults some-times take ego-centric perspective (i.e., perspective that is based on one’s own perspective ignoring other’s perspective) incomprehending others utterances. In the present study we used a modified version of Keysars paradigm of 4x4 grid, andexamined whether the interpretation of the instruction by the addressee was affected by the directors use of two social-pragmatics aspects; demonstratives and gestures. Results showed if the director did not use a demonstrative and handpointing, the addressees interpreted the object from ego-centric perspective. In contrast, if the director used a demon-strative and hand pointing, the addressees correctly interpreted the referred object showing their use of the directorsperspective. The result suggested that demonstratives and hand pointing may promote the addressees interpretation basedon the directors perspectives.", "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/33j7x1vj", "frozenauthors": [ { "first_name": "Tetsuya", "middle_name": "", "last_name": "Yasuda", "name_suffix": "", "institution": "Tokyo Denki University", "department": "" }, { "first_name": "Kei", "middle_name": "", "last_name": "Kashiwadate", "name_suffix": "", "institution": "Graduate school of TokyoDenki University", "department": "" }, { "first_name": "Harumi", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Tokyo Denki University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29098/galley/18969/download/" } ] }, { "pk": 28573, "title": "Designing good deception: Recursive theory of mind in lying and lie detection", "subtitle": null, "abstract": "The human ability to deceive others and detect deception haslong been tied to theory of mind. We make a stronger argu-ment: in order to be adept liars – to balance gain (i.e. maxi-mizing their own reward) and plausibility (i.e. maintaining arealistic lie) – humans calibrate their lies under the assumptionthat their partner is a rational, utility-maximizing agent. Wedevelop an adversarial recursive Bayesian model that aims toformalize the behaviors of liars and lie detectors. We comparethis model to (1) a model that does not perform theory of mindcomputations and (2) a model that has perfect knowledge ofthe opponent’s behavior. To test these models, we introduce anovel dyadic, stochastic game, allowing for quantitative mea-sures of lies and lie detection. In a second experiment, we varythe ground truth probability. We find that our rational modelsqualitatively predict human lying and lie detecting behaviorbetter than the non-rational model. Our findings suggest thathumans control for the extremeness of their lies in a mannerreflective of rational social inference. These findings provide anew paradigm and formal framework for nuanced quantitativeanalysis of the role of rationality and theory of mind in lyingand lie detecting behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "deception; Theory of Mind; Bayesian reasoning;non-cooperative games; computational modeling" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4c81849n", "frozenauthors": [ { "first_name": "Lauren", "middle_name": "A.", "last_name": "Oey", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Adena", "middle_name": "", "last_name": "Schachner", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Edward", "middle_name": "", "last_name": "Vul", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28573/galley/18444/download/" } ] }, { "pk": 28928, "title": "Detecting presupposition failure and accommodation with EEG", "subtitle": null, "abstract": "Sentence comprehension in part involves introducing, stor-ing, and retrieving information about individuals. Natural lan-guages provide various means for performing this computa-tional work. One popular idea is that indefinite noun phrasesprovide instructions for updating the discourse model byadding a new discourse referent, while definite noun phrasespresuppose the existence of a discourse referent available inmemory, as well as instructions for retrieving it. When no an-tecedent is available, the definite’s presupposition fails to besatisfied, resulting in the so-called ‘presupposition failure’ andpragmatic infelicity. However, under certain conditions, def-inite noun phrases can felicitously be used even when no an-tecedent is available in memory. In such cases, a conversa-tional repair strategy called ‘presupposition accommodation’can rescue the discourse by adding the required referent. Itis natural to expect greater processing costs for adding a dis-course referent with a definite than with an indefinite: althoughboth involve the process of adding a referent, definites gothrough a stage of presupposition failure and a subsequent de-cision to accommodate. The experimental challenge has beento apply a method sensitive enough to detect expected costsin discourse, even when the participant is unaware of the pre-supposition failure and repairs it rapidly. The present studyaddresses this challenge by using EEG to capture temporallyfine-grained processing differences between definite and indef-inite noun phrases when both introduce new discourse refer-ents in plausible and implausible contexts. Our main findingis that definite noun phrases elicit the Left Anterior Negativ-ity (LAN) effect, compared to indefinite noun phrases, bothin implausible contexts where there is a sense of oddness andin perfectly coherent contexts. We take this as evidence of aspecific cognitive stage at which presupposition failure is de-tected and when an accommodation decision occurs. This alsosupports the idea that, when encountering a definite, the LANis tightly linked to working memory processes involving thesearch for discourse elements that are presupposed to exist inmemory. When none are found, definites are subsequently ac-commodated and bridged to other entities in the discourse.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "discourse; presuppositions; context; accommoda-tion; EEG" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8nn868zm", "frozenauthors": [ { "first_name": "Alice", "middle_name": "", "last_name": "Xia", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Roxana", "middle_name": "M.", "last_name": "Barbu", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Kathleen", "middle_name": "", "last_name": "Van Benthem", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Daniel", "middle_name": "A.", "last_name": "Di Giovanni", "name_suffix": "", "institution": "Rue Universite Montreal", "department": "" }, { "first_name": "Ida", "middle_name": "", "last_name": "Toivonen", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Raj", "middle_name": "", "last_name": "Singh", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28928/galley/18799/download/" } ] }, { "pk": 28503, "title": "Detecting social transmission in the design of artifacts via inverse planning", "subtitle": null, "abstract": "How do people use human-made objects (artifacts) to learn\nabout the people and actions that created them? We test the\nrichness of people’s reasoning in this domain, focusing on the\ntask of judging whether social transmission has occurred (i.e.\nwhether one person copied another). We develop a formal\nmodel of this reasoning process as a form of rational inverse\nplanning, which predicts that rather than solely focusing on\nartifacts’ similarity to judge whether copying occurred, people\nshould also take into account availability constraints (the\nmaterials available), and functional constraints (which\nmaterials work). Using an artifact-building task where two\ncharacters build tools to solve a puzzle box, we find that this\ninverse planning model predicts trial-by-trial judgments,\nwhereas simpler models that do not consider availability or\nfunctional constraints do not. This suggests people use a\nprocess like inverse planning to make flexible inferences from\nartifacts’ features about the source of design ideas.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social cognition; Bayesian inference; explanation;\nsocial transmission; imitation; artifact; design; inverse\nplanning" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8f60q9xb", "frozenauthors": [ { "first_name": "Ethan", "middle_name": "", "last_name": "Hurwitz", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Timothy", "middle_name": "F.", "last_name": "Brady", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Adena", "middle_name": "", "last_name": "Schachner", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28503/galley/18374/download/" } ] }, { "pk": 29175, "title": "Detecting Students Problem Solving Strategies Using Sankey Diagrams", "subtitle": null, "abstract": "Process data (e.g., logs of actions, keystrokes, times, or eye tracks) recording students interactions with digital assessmentsare available in many digital educational assessments. They have become the primary focus of cognitive scientists todetect and analyze students strategies during problem solving. This study developed a Sankey diagram-based methodto visualize process data of multiple-choice items. Such diagram has been widely adopted in industry and ecology totrace flow of information, energy, or resource. Using released items from the 2017 National Assessment of EducationalProgress Mathematics Tests, we illustrated how to use such a diagram to elucidate frequent answer formulation patternsof students, their common mistakes, and estimated probabilities of reaching correct/wrong answers at various answeringstages. These help reveal the problem solving strategies adopted by students and their underlying cognitive processes.Assessment developers, teachers, and students could use such insights to improve assessments and learning outcomes forconfusing concepts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/499166q4", "frozenauthors": [ { "first_name": "Tao", "middle_name": "", "last_name": "Gong", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Agard", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Feng", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Gabrielle", "middle_name": "", "last_name": "Cayton-Hodges", "name_suffix": "", "institution": "Princeton", "department": "" }, { "first_name": "Luis", "middle_name": "", "last_name": "Saldivia", "name_suffix": "", "institution": "Princeton", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29175/galley/19046/download/" } ] }, { "pk": 35934, "title": "Developing Autonomous Self-Editors: An Alternative Approach to Written Corrective Feedback", "subtitle": null, "abstract": "Written corrective feedback has been a long-standing practice among second language writing instructors, yet the efficacy of this practice for long-term development of students’ writing remains uncertain. In th field of writing research, error correction in second language writing continues to be a topic of much controversy. While numerous studies have investigated the long-term effect of written corrective feedback, no consensus has been reached. Challenging the deep-rooted conviction that instructors’ correction is beneficial, this article (a) argues that the role of a writing instructor is not to serve as an editor but to help students to become autonomous self-editors of their own work, and (b) proposes an alternative approach that is designed to develop students’ self-editing skills. Through effective scaffolding and strategy training, writing instructors can develop in second language writers a habit of mind to critically read and edit their own work.", "language": "eng", "license": null, "keywords": [ { "word": "guided self-editing practice" }, { "word": "self-editing strategy" }, { "word": "L2 writing" }, { "word": "Error Correction" }, { "word": "written corrective feedback" } ], "section": "Theme Section - Teaching and Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2r68b92k", "frozenauthors": [ { "first_name": "Undarmaa", "middle_name": "", "last_name": "Maamuujav", "name_suffix": "", "institution": "University of California, Irvine", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35934/galley/26789/download/" } ] }, { "pk": 28542, "title": "Developmental changes in the ability to drawdistinctive features of object categories", "subtitle": null, "abstract": "How do children’s visual concepts change across childhood,and how might these changes be reflected in their drawings?Here we investigate developmental changes in children’s abil-ity to emphasize the relevant visual distinctions between objectcategories in their drawings. We collected over 13K drawingsfrom children aged 2-10 years via a free-standing drawing sta-tion in a children’s museum. We hypothesized that older chil-dren would produce more recognizable drawings, and that thisgain in recognizability would not be entirely explained by con-current development in visuomotor control. To measure recog-nizability, we applied a pretrained deep convolutional neuralnetwork model to extract a high-level feature representation ofall drawings, and then trained a multi-way linear classifier onthese features. To measure visuomotor control, we developedan automated procedure to measure their ability to accuratelytrace complex shapes. We found consistent gains in the recog-nizability of drawings across ages that were not fully explainedby children’s ability to accurately trace complex shapes. Fur-thermore, these gains were accompanied by an increase in howdistinct different object categories were in feature space. Over-all, these results demonstrate that children’s drawings includemore distinctive visual features as they grow older.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "object representations; child development; visualproduction; deep neural networks" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gx7k7p7", "frozenauthors": [ { "first_name": "Bria", "middle_name": "", "last_name": "Long", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Judith", "middle_name": "E.", "last_name": "Fan", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Zixian", "middle_name": "", "last_name": "Chai", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28542/galley/18413/download/" } ] }, { "pk": 28808, "title": "Development of Verb Morphology: From Item-Specificity to Proficient Use", "subtitle": null, "abstract": "The initial phase of linguistic production by children is char-acterized by rote-learned, lexically restricted forms and con-structions. Only during later phases of language acquisitiondo they develop flexibility across a paradigm and mix lexicaland grammatical material more freely. In the development ofverb morphology, a correlation between the use of tense andaspect has been observed in many languages. It has been sug-gested that this leads to an intermediary state of paradigm cat-egorization based on temporal categories. So far the flexibilityof individual verbs occurring in different tense-aspect combi-nations has not been examined in detail. Here we evaluate theflexibility of verb use in a large longitudinal corpus of 4 Rus-sian children. We compute the Shannon entropy of verb stemsdistributed over individual grammatical forms. Results showthat children do not pass through a stage of paradigm cate-gorization based on aspecto-temporal categories. After a briefitem-specific phase of rote learned forms, they quickly becomeflexible users of verbs in both aspects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language acquisition; corpus study; item-specificity; verb morphology; aspect; Russian" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3kj424db", "frozenauthors": [ { "first_name": "Jekaterina", "middle_name": "", "last_name": "Mažara", "name_suffix": "", "institution": "University of Zurich", "department": "" }, { "first_name": "Sabine", "middle_name": "", "last_name": "Stoll", "name_suffix": "", "institution": "University of Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28808/galley/18679/download/" } ] }, { "pk": 28470, "title": "Differences in learnability of pantomime versus artificial sign: Iconicity, culturalevolution, and linguistic structure", "subtitle": null, "abstract": "One of the central goals of language evolution research is toexplain how systematic structure emerges. A culturalevolutionary approach proposes that the systematic structure oflanguage arises from the use and transmission of language.Motamedi and colleagues (2016) investigated the influences ofthese forces on the evolution of language by generating anartificial sign language in the lab. Over several generations ofnew learners and their interactions, an initially unsystematic setof silent gestures developed markers for functional categoriesof person, location, object, and action. Here we describe resultsof two studies that compared the learnability of solo-producedpantomimes versus signals that had been transmitted and usedby interlocutors. In these studies, participants saw an artificialsign and judged whether an English translation matched ormismatched the meaning of the sign. In an event-relatedpotential (ERP) study, we found that mismatches elicited largernegativities in the ERP than matches. However, those effectswere most reminiscent of the classic N400 response in theevolved signs. This study provides a clearer view on how themechanisms that drive language evolution change language toadapt to a learner’s brain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "artificial language learning; gesturecomprehension; iterated learning" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48r6q2td", "frozenauthors": [ { "first_name": "Tania", "middle_name": "", "last_name": "Delgado", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Seana", "middle_name": "", "last_name": "Coulson", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28470/galley/18341/download/" } ] }, { "pk": 29017, "title": "Different Frames of Players and their Empathy as Motive of Prosocial Behavior inDigital Games", "subtitle": null, "abstract": "Advanced technologies used in games allow players to behave freely in the game world. Like in the real world, there maybe complex motives for a behavior. Although how a player behaves in a game is afforded by the games rules, motivesmay differ depending on the type of player. For example, a player who regards the game as mere rule-based play maybehave differently as compared to a player who perceives the game as another reality with its own rules and sociality.This study focuses on understanding players prosocial behavior in games and empathy as their motive. A survey wasconducted to look at the relationships between prosocial behavior, empathy, and different types of players (depending ontheir interpretation of gameplay). The results showed that the type of player did not affect their levels of empathy, but itmoderated the effect of empathy on prosocial behavior toward other characters.", "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/1x59c73k", "frozenauthors": [ { "first_name": "Ji", "middle_name": "Soo", "last_name": "Lim", "name_suffix": "", "institution": "Dokkyo University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29017/galley/18888/download/" } ] }, { "pk": 28786, "title": "Discovering a symbolic planning language from continuous experience", "subtitle": null, "abstract": "Humans make plans with remarkable flexibility by leveraging symbolic representations. How are these representationslearned? We present a model that starts out with a language of low-level physical constraints and, by observing expertdemonstrations, builds up a library of high-level concepts that afford planning and action understanding. We demonstrateits versatility through experiments inspired by developmental psychology literature.", "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/6z38k737", "frozenauthors": [ { "first_name": "Joo", "middle_name": "", "last_name": "Loula", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Silver", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Kelsey", "middle_name": "", "last_name": "Allen", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28786/galley/18657/download/" } ] }, { "pk": 28496, "title": "Disentangling contributions of visual information and interaction history in theformation of graphical conventions", "subtitle": null, "abstract": "Drawing is a versatile technique for visual communication,ranging from photorealistic renderings to schematic diagramsconsisting entirely of symbols. How does a medium spanningsuch a broad range of appearances reliably convey meaning? Anatural possibility is that drawings derive meaning from boththeir visual properties as well as shared knowledge betweenpeople who use them to communicate. Here we evaluate thispossibility in a drawing-based reference game in which twoparticipants repeatedly communicated about visual objects.Across a series of controlled experiments, we found that pairsof participants discover increasingly sparse yet effective waysof depicting objects. These gains were specific to thoseobjects that were repeatedly referenced, and went beyond whatcould be explained by task practice or the visual properties ofthe drawings alone. We employed modern techniques fromcomputer vision to characterize how the high-level visual fea-tures of drawings changed, finding that drawings of the sameobject became more consistent within a pair of participants anddivergent across participants from different interactions. Takentogether, these findings suggest that visual communicationpromotes the emergence of depictions whose meanings areincreasingly determined by shared knowledge rather than theirvisual properties alone.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "alignment; coordination; iconicity; sketch under-standing; visual communication" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6408z76h", "frozenauthors": [ { "first_name": "Robert", "middle_name": "X.D.", "last_name": "Hawkins", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Megumi", "middle_name": "", "last_name": "Sano", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Judith", "middle_name": "E.", "last_name": "Fan", "name_suffix": "", "institution": "UC San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28496/galley/18367/download/" } ] }, { "pk": 28649, "title": "Distant Concept Connectivity in Network-Based and Spatial Word Representations", "subtitle": null, "abstract": "It is presently unclear how localized, word association networkrepresentations compare to distributed, spatial representationsin representing distant concepts and accounting for primingeffects. We compared and contrasted 4 models of representingsemantic knowledge (5018-word directed and undirected stepdistance networks, an association-correlation network andword2vec spatial representations) to predict semantic primingperformance for distant concepts. In Experiment 1, responselatencies for relatedness judgments for word-pairs followed aquadratic relationship with network path lengths and spatialcosines, replicating and extending a pattern recently reportedby Kenett, Levi, Anaki, and Faust (2017) for an 800-wordHebrew network. In Experiment 2, response latencies toidentify a word through progressive demasking showed a lineartrend for path lengths and cosines, suggesting that simpleassociation networks can capture distant semanticrelationships. Further analyses indicated that spatial modelsand correlation networks are less sensitive to directassociations and likely represent more higher-levelrelationships between words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "neural networks; word2vec; semantic priming;semantic space model; word association; network science." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tn149vv", "frozenauthors": [ { "first_name": "Abhilasha", "middle_name": "A.", "last_name": "Kumar", "name_suffix": "", "institution": "Washington University in St Louis", "department": "" }, { "first_name": "David", "middle_name": "A.", "last_name": "Balota", "name_suffix": "", "institution": "Washington University in St Louis", "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": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28649/galley/18520/download/" } ] }, { "pk": 28835, "title": "Distinguishing Effects of Executive Functions on Literacy Skills in Adolescents", "subtitle": null, "abstract": "This study investigated direct and indirect effects of executivefunctions (EF) on reading comprehension in 87 adolescents(mean age = 14.0 years, SD = 1.5). The operation span taskwas used to measure the updating aspect of working memory,the plus-minus task to measure task-switching, and thenumerical Stroop task to measure inhibitory control. Literacyskills tasks assessed nonword decoding, text recall/inference,and passage comprehension. Regression models indicated thatEF measures accounted for significant variance in literacyskills after controlling for age and fluid intelligence. Workingmemory was associated with passage comprehension, task-switching with nonword decoding, and inhibitory control withnonword decoding as well as text recall/inference. Parallelmediation models tested for indirect effects of EF constructsvia decoding and text recall/inference. Working memoryshowed direct and indirect effects on passage comprehension,the latter mediated by text recall/inference. Task-switchingwas associated with decoding, but its relation to passagecomprehension was not significant. Inhibitory control showedindirect effects on passage comprehension via decoding andtext recall/inference. Results indicate overlapping but distinctcontributions of EF to literacy skills.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Reading comprehension" }, { "word": "literacy skills" }, { "word": "decoding" }, { "word": "text recall/inference" }, { "word": "executive functions" }, { "word": "working memory" }, { "word": "task-switching" }, { "word": "Inhibitory control" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rr6j3gn", "frozenauthors": [ { "first_name": "Teresa", "middle_name": "M.", "last_name": "Ober", "name_suffix": "", "institution": "City University of New York", "department": "" }, { "first_name": "Patricia", "middle_name": "J.", "last_name": "Brooks", "name_suffix": "", "institution": "City University of New York", "department": "" }, { "first_name": "Bruce", "middle_name": "D.", "last_name": "Homer", "name_suffix": "", "institution": "City University of New York", "department": "" }, { "first_name": "Jan", "middle_name": "L.", "last_name": "Plass", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28835/galley/18706/download/" } ] }, { "pk": 28648, "title": "Distinguishing learned categorical perception from selective attention to adimension: Preliminary evidence from a new method", "subtitle": null, "abstract": "A novel experimental method is motivated and applied in aneffort to test for effects of category learning on perceptualdiscrimination so as to clearly distinguish category boundaryeffects of expansion and compression from changes insensitivity to stimulus dimensions. The method includes acontrol group performing a task that, like category learning,requires attention to one systematically varying stimulusdimension rather than another. Discrimination accuracy istracked over time and measured using a psychophysicalstaircase procedure tailored to individual participants thatdoesn’t rely on memory. Initial results suggest improvementin discrimination accuracy over time, particularly on thedimension relevant to the categorization or control task, butno evidence of category boundary effects or effects ofcategory learning on dimension perception stronger than thoseof the control task. Possible reasons for this and directions forfurther research are briefly discussed .", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorical perception; categorization; learning;expansion; compression; dimensional modulation; selectiveattention" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6h83637g", "frozenauthors": [ { "first_name": "Janet", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "de Leeuw", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Andrews", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Cole", "middle_name": "", "last_name": "Landolt", "name_suffix": "", "institution": "Vassar College", "department": "" }, { "first_name": "Chrissy", "middle_name": "", "last_name": "Griesmer", "name_suffix": "", "institution": "Vassar College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28648/galley/18519/download/" } ] }, { "pk": 29054, "title": "Distinguishing the Phenomenal from the Cognitive: An Empirical Investigationinto the Folk Concepts of Emotions", "subtitle": null, "abstract": "University of Bern, Bern, SwitzerlandRodrigo DazUniversity of Bern, Bern, SwitzerlandAbstractThe two dominant theories on the nature of emotions are feeling theories (e.g., Prinz 2004) and cognitive theories (e.g.,Lazarus 1991). The former take feelings to be the essential core aspect of emotions. The latter argue that emotions arebased on judgements or some other conceptual states in order to account for the datum that emotions always seem to bedirected towards events or objects. In this paper we argue that the controversy between feeling theories and cognitivetheories rests on the false assumption that people do not distinguish emotional feelings from emotional judgements, i.e.,that expressions of the form I feel x and I am x are largely intersubstitutable (Bennett & Hacker 2003). We present newempirical evidence from both corpus studies and a vignette study showing that feeling happy (sad/angry) and being happy(sad/angry) are two separate states that people are able to conceptually and linguistically distinguish.", "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/9wt6034k", "frozenauthors": [ { "first_name": "Kevin", "middle_name": "", "last_name": "Reuter", "name_suffix": "", "institution": "University of Bern", "department": "" }, { "first_name": "Rodrigo", "middle_name": "", "last_name": "Daz", "name_suffix": "", "institution": "University of Bern", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29054/galley/18925/download/" } ] }, { "pk": 28693, "title": "Distinguishing Two Types of Prior Knowledge That Support Novice Learners", "subtitle": null, "abstract": "Prior knowledge has long been recognized as an important\npredictor of learning, yet the term prior knowledge is often\napplied to related but distinct constructs. We define a specific\nform of prior knowledge, ancillary knowledge, as knowledge\nof concepts and skills that enable learners to gain the most from\na target lesson. Ancillary knowledge is not prior knowledge of\nthe lesson’s target concepts and skills, and may even fall\noutside the domain of the lesson. Nevertheless, ancillary\nknowledge affects learning of the lesson, e.g., lower ancillary\nknowledge can hinder performance on lesson-related tasks. We\nmeasured ancillary knowledge, prior knowledge of the domain,\nand controlled for general ability, and found that (a) stronger\nancillary knowledge and general ability predicted better\nperformance on transfer tasks, but (b) prior knowledge of the\ndomain did not. This research suggests that enhancing\ninstruction by remediating gaps in ancillary knowledge may\nimprove learning in introductory-level courses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "prior knowledge; ancillary knowledge; domain-\ngeneral knowledge; far transfer; introductory courses" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tm1t3r5", "frozenauthors": [ { "first_name": "Anita", "middle_name": "B.", "last_name": "Delahay", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Marsha", "middle_name": "C.", "last_name": "Lovett", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28693/galley/18564/download/" } ] }, { "pk": 28857, "title": "Distributional semantic representations predict high-level human judgment inseven diverse behavioral domains", "subtitle": null, "abstract": "The complex judgments we make about the innumerable ob-jects in the world are made on the basis of our representa-tion of those objects. Thus a model of judgment should spec-ify (a) our representation of the many objects in the world,and (b) how we use this knowledge for making judgments.Here we show that word embeddings, vector representationsfor words derived from statistics of word use in corpora, proxythis knowledge, and that accurate models of judgment can betrained by regressing human judgment ratings (e.g., femininityof traits) directly on word embeddings. This method achieveshigher out-of-sample accuracy than a vector similarity-basedbaseline and compares favorably to human inter-rater relia-bility. Word embeddings can also identify the concepts mostassociated with observed judgments, and can thus shed lighton the psychological substrates of judgment. Overall, we pro-vide new methods and insights for predicting and understand-ing high-level human judgment.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "judgment; semantic memory; machine learning;word embeddings" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8r4318zm", "frozenauthors": [ { "first_name": "Russell", "middle_name": "", "last_name": "Richie", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Wanling", "middle_name": "", "last_name": "Zou", "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": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28857/galley/18728/download/" } ] }, { "pk": 28907, "title": "Do Bilingual Infants Possess Enhanced Cognitive Skills?", "subtitle": null, "abstract": "Prior studies have reported that bilingualism enhancescognitive ability due to the regular conflict management oftwo language systems (Bialystok, 2015). Here, we explorewhether infant bilingualism improves cognitive ability at 9.5months. Twenty-four monolingual English and 23 bilingualFrench-English infants were first trained to predict a rewardon the right based on a set of tone-shape rule structure (AABpattern). Infants were later trained to predict a differentreward on the left based on another set of new rule structure(ABB pattern). Correct anticipation of reward locationsindicates successful learning. If bilingualism improvesinfants’ cognitive skills, bilingual infants would be better atlearning a new pattern-reward association. However, we didnot find evidence that bilinguals looked at the correct locationmore than monolinguals or learned the new pattern-rewardassociation faster. Thus, our results suggest bilingualism maynot enhance cognitive ability at 9.5 months, as least using thecurrent paradigm.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "infant bilingualism; cognitive ability; bilingualadvantage" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8d3108h2", "frozenauthors": [ { "first_name": "Angeline", "middle_name": "Sin Mei", "last_name": "Tsui", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Christopher", "middle_name": "T.", "last_name": "Fennell", "name_suffix": "", "institution": "University of Ottawa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28907/galley/18778/download/" } ] }, { "pk": 28477, "title": "Do Children Ascribe the Ability to Choose to Humanoid Robots?", "subtitle": null, "abstract": "Investigating folk conceptions of choice and constraints havebeen problematic given that human actions are rarelyconsidered constrained. In this paper, we utilize humanoidrobots (more clearly influenced by determined programming)to empirically test children’s developing concepts of choiceand action. Using a series of agency attribution and choiceprediction tasks, we examined whether children differentiatefree will abilities between robots and humans. Resultsindicated that 5–7-year-old children similarly attributed theability to choose to both a robot and human child. However,for moral scenarios, participants considered the robot’s actionsto be more constrained than the human. These findingsdemonstrate that children appear to hold a nuancedunderstanding of choice across agents and across context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "choice attribution; human–robot interaction; freewill; cognitive development" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7jr8x5rs", "frozenauthors": [ { "first_name": "Teresa", "middle_name": "", "last_name": "Flanagan", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Rottman", "name_suffix": "", "institution": "Franklin & Marshall College", "department": "" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Howard", "name_suffix": "", "institution": "Franklin & Marshall College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28477/galley/18348/download/" } ] }, { "pk": 29198, "title": "Do children extend pragmatic principles to non-linguistic communication?", "subtitle": null, "abstract": "In conversation, speakers are expected to offer as much information as required by the purposes of the exchange. (Grice,1975). Classic theories of communication assume that the principle of informativeness extends beyond linguistic inter-actions (Grice, 1989; Sperber & Wilson, 1986), but relevant evidence so far is limited. We replicated the paradigm of areferent selection study in which preschool-aged children successfully apply the principle of informativeness to linguisticexchanges (Stiller et al., 2015) and added a matched non-linguistic condition in which the referent choice was commu-nicated through pictures instead of verbal descriptions. Children between the ages of 3.5 to 5 performed significantlybetter in both the linguistic and non-linguistic conditions compared to a control condition, and there were no significantdifferences between linguistic and non-linguistic conditions for 3-year-olds, 4-year-olds, or 5-year-olds. We conclude thatpreschool-aged children apply pragmatic principles to pictures as well as words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4fm8d08v", "frozenauthors": [ { "first_name": "Alyssa", "middle_name": "", "last_name": "Kampa", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Richards", "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": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29198/galley/19069/download/" } ] }, { "pk": 29221, "title": "Do children really have a trust bias? Preschoolers reject labels from previouslyinaccurate robots but not inaccurate humans", "subtitle": null, "abstract": "Past research suggests that young children have a bias to believe what they are told so that they often trust an informantregardless of the informants previous accuracy. With the ubiquity of new technology, children regularly come in contactwith non-human agents such as robots, yet little is known how children are trusting and thus willing to learn from theseartificial beings. In our study, 3.5- to 5.5-year-old children (N=120) watched a single informant (either a robot NAO ora human adult) name familiar objects either accurately or inaccurately. The same informant subsequently tested childrenon their willingness to accept novel labels for novel objects provided. While children trusted the accurate robot and theaccurate human to the same extent, they were less likely to accept information from the inaccurate robot than the inaccuratehuman. This suggests that preschoolers may not readily extend their trust bias to robots as informants.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8807j89b", "frozenauthors": [ { "first_name": "Xiaoqian", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "Singapore University of Technology and Design", "department": "" }, { "first_name": "Wei", "middle_name": "Quin", "last_name": "Yow", "name_suffix": "", "institution": "Singapore University of Technology and Design", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29221/galley/19092/download/" } ] }, { "pk": 28590, "title": "Do cross-linguistic patterns of morpheme order reflect a cognitive bias?", "subtitle": null, "abstract": "A foundational goal of linguistics is to investigate whethershared features of the human cognitive system can explainhow linguistic patterns are distributed across languages. Inthis study we report a series of artificial language learning ex-periments to test a hypothesised link between cognition and apersistent regularity of morpheme order: number morphemes(e.g., plural markers) tend to be ordered closer to noun stemsthan case morphemes (e.g., accusative markers) (Greenberg,1963). We argue that this typological tendency may be drivenby a bias favouring orders that reflect scopal relationships inmorphosyntactic composition (Bybee, 1985; Rice, 2000; Cul-bertson & Adger, 2014). We taught participants an artificiallanguage with noun stems, and case and number morphemes.Crucially, the input language indicated only that each mor-pheme preceded or followed the noun stem. Examples inwhich two (overt) morphemes co-occurred were held out—i.e.,no instances of plural accusatives. At test, participants wereasked to produce utterances, including the held-out examples.As predicted, learners consistently produced number closer tothe noun stem than case. We replicate this effect with freeand bound morphemes, pre- or post-nominal placement, andwith English and Japanese speakers. However, we also findthat this tendency can be reversed when the form of the casemarker is conditioned on the noun, suggesting an influence ofdependency length. Our results provide evidence that univer-sal features of cognition may play a causal role in shaping therelative order of morphemes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "linguistic universals; artificial language learning;morpheme order; case; number" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5b87d0wx", "frozenauthors": [ { "first_name": "Carmen", "middle_name": "", "last_name": "Saldana", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" }, { "first_name": "Yohei", "middle_name": "", "last_name": "Oseki", "name_suffix": "", "institution": "Waseda University", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "The University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28590/galley/18461/download/" } ] }, { "pk": 29000, "title": "Do Deep Neural Networks Model Nonlinear Compositionality in the NeuralRepresentation of Human-Object Interactions?", "subtitle": null, "abstract": "Visual scene understanding often requires the processing of human-object interactions. Here we seek to explore if andhow well Deep Neural Network (DNN) models capture features similar to the brain’s representation of humans, objects,and their interactions. We investigate brain regions which process human-, object-, or interaction-specific information, andestablish correspondences between them and DNN features. Our results suggest that we can infer the selectivity of theseregions to particular visual stimuli using DNN representations. We also map features from the DNN to the regions, thuslinking the DNN representations to those found in specific parts of the visual cortex. In particular, our results suggest thata typical DNN representation contains encoding of compositional information for human-object interactions which goesbeyond a linear combination of the encodings for the two components, thus suggesting that DNNs may be able to modelthis important property of biological vision.", "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/6jb228gs", "frozenauthors": [ { "first_name": "Aditi", "middle_name": "", "last_name": "Jha", "name_suffix": "", "institution": "IIT Delhi", "department": "" }, { "first_name": "Sumeet", "middle_name": "", "last_name": "Agarwal", "name_suffix": "", "institution": "IIT Delhi", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29000/galley/18871/download/" } ] }, { "pk": 28753, "title": "Does Children’s Shape Knowledge Contribute to Age-Related Improvements in\nSelective Sustained Attention Measured in a TrackIt Task?", "subtitle": null, "abstract": "The ability to maintain attentive state over a period of time\n(i.e., Selective Sustained Attention) is important for higher-\norder cognition but challenging to assess in preschool-age\nchildren. The TrackIt task was developed to address this\nchallenge and has been argued to be sensitive to age-related\ndifferences in selective sustained attention in 3- to 5-year-old\nchildren. However, it remains unclear whether this\nimprovement with age also (or predominantly) reflects\nimprovement in children’s knowledge of different shapes\nused as stimuli in this task in prior studies. The current study\naddressed this possibility. Consistent with prior studies, we\nfound clear age-related improvement in performance on\nTrackIt. However, we did not find evidence that shape\nknowledge played a role in TrackIt performance for children\naged 2 to 5, suggesting that increased knowledge of geometric\nshapes is not sufficient to explain age-related improvement in\nperformance and helping to validate TrackIt as an assessment\nof Selective Sustained Attention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "selective sustained attention; TrackIt" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9ww2b4h3", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Keebler", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Jaeah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Erik", "middle_name": "D.", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "V.", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28753/galley/18624/download/" } ] }, { "pk": 29042, "title": "Does Expressive Writing About Negative Emotions Influence Divergent Thinking?", "subtitle": null, "abstract": "Many researchers claim that negative emotions inhibit creativity. However, describing emotions in a safe environment hasbeneficial effects: it allows for the restructuring of difficult experiences, as a result, we discover the world again, whichcan influence creativity. The classic method of writing about emotions is long-term one. The hereby study was an attemptto verify, if one session of expressive writing improves creative thinking. This hypothesis was tested in an experimentalstudy by exposing participants (N = 60) to emotionally laden content. Participants viewed unpleasant images. The firstgroup wrote about their emotions in connection with the images. The second described their typical day. At the end allparticipants solved creativity measure (Alternative Uses Task). After each stage, emotions of respondents were measured.The conducted analyses had shown that, performance was better in the unpleasant emotions describing condition. At thesame time, negative emotions persistence has been observed.", "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/00c9954f", "frozenauthors": [ { "first_name": "Magorzata", "middle_name": "", "last_name": "Osowiecka", "name_suffix": "", "institution": "SWPS University of Social Sciences and Humanities", "department": "" }, { "first_name": "Alina", "middle_name": "", "last_name": "Kolaczyk", "name_suffix": "", "institution": "SWPS University of Social Sciences and Humanities", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29042/galley/18913/download/" } ] }, { "pk": 28746, "title": "Does incorporating social media messages into television programs affect the\nvalidation of incorrect arguments?", "subtitle": null, "abstract": "The present study explores the impact of including social\nmedia messages on learning from television programs that\nbroadcast pseudoscientific claims. Seventy-seven university\nstudents were allocated to one of three experimental\nconditions: viewing television content with messages\nsupporting the claim, with opposing messages, or without any\nmessages presented. Memory retention did not differ among\nthe conditions. However, social media messages influenced\nvalidation of the arguments claimed in the video. The\nparticipants who watched the video with opposing messages\nshowed significant decrease in positive attitude toward the\npseudoscientific technology that claimed to be effective in the\nvideo. Additionally, the participants who watched the video\nwith supporting messages made fewer critical comments and\nshowed willingness to donate more to the activity using the\npseudoscientific technology. The impact of including social\nmedia messages and the process of attitude change are\ndiscussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "social media messages; learning from television\nprograms; incorrect arguments; validation of argument;\nattitudes; retention." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3km4c3bq", "frozenauthors": [ { "first_name": "Miwa", "middle_name": "", "last_name": "Inuzuka", "name_suffix": "", "institution": "Tokyo Gakugei University", "department": "" }, { "first_name": "Yuko", "middle_name": "", "last_name": "Tanaka", "name_suffix": "", "institution": "Nagoya Institute of Technology", "department": "" }, { "first_name": "Mio", "middle_name": "", "last_name": "Tsubakimoto", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28746/galley/18617/download/" } ] }, { "pk": 29193, "title": "Does Motor Engagement Influence Memory for STEM Abstract Concepts?", "subtitle": null, "abstract": "Theories of embodied cognition have suggested that motor activity may influence the consolidation of conceptual knowl-edge. In line with this prediction, behavioral studies have shown retrieval interference effects of a manual motor task formanipulable object concepts. On the other hand, research investigating such effects for abstract concepts is limited. Here,we examined in a behavioral experiment potential effects of the recruitment of the motor system for the consolidation ofdifferent kinds of abstract concepts. Participants were presented auditorily and asked to memorize abstract concepts withmovement referents (e.g., fluidity), abstract concepts without movement referents (e.g., theory), and concrete concepts(e.g., microscope) while engaging in a full-body motor task. All concepts were specific to Science Technology Engineer-ing and Mathematics (STEM) disciplines. Analysis of free recall and recognition performance suggests influence of motorengagement for certain types of STEM concepts during memory encoding and subsequent retrieval.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8tm3v50p", "frozenauthors": [ { "first_name": "Constanza", "middle_name": "", "last_name": "Jacial", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Evangelia", "middle_name": "G.", "last_name": "Chrysikou", "name_suffix": "", "institution": "Drexel University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29193/galley/19064/download/" } ] }, { "pk": 28548, "title": "Does predictive processing imply predictive codingin models of spoken word recognition?", "subtitle": null, "abstract": "Pervasive behavioral and neural evidence for predictiveprocessing has led to claims that language processing dependsupon predictive coding. In some cases, this may reflect aconflation of terms, but predictive coding formally is acomputational mechanism where only deviations from top-down expectations are passed between levels of representation.We evaluate three models’ ability to simulate predictiveprocessing and ask whether they exhibit the putative hallmarkof formal predictive coding (reduced signal when inputmatches expectations). Of crucial interest, TRACE, aninteractive activation model that does not explicitly implementprediction, exhibits both predictive processing and model-internal signal reduction. This may indicate that interactiveactivation is functionally equivalent or approximant topredictive coding, or that caution is warranted in interpretingneural signal reduction as diagnostic of predictive coding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "prediction; predictive coding; language;computational modeling; neural networks" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/131077r2", "frozenauthors": [ { "first_name": "James", "middle_name": "S.", "last_name": "Magnuson", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Monica", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Sahil", "middle_name": "", "last_name": "Luthra", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Heejo", "middle_name": "", "last_name": "You", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Rachael", "middle_name": "", "last_name": "Steiner", "name_suffix": "", "institution": "University of Connecticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28548/galley/18419/download/" } ] }, { "pk": 28769, "title": "Does the intuitive scientist conduct informative experiments?:Children’s early ability to select and learn from their own interventions", "subtitle": null, "abstract": "We investigate whether children preferentially selectinformative actions and make accurate inferences from theoutcome of their own interventions in a causal learning task.Four- to six-year-olds were presented with a novel systemcomposed of two gears that could operate according to twopossible causal structures (single or multiple cause). Giventhe choice between interventions (i.e., removing one of thegears to observe the remaining gear in isolation), childrendemonstrated a clear preference for the action that revealedthe true causal structure, and made subsequent causaljudgments that were consistent with the outcome observed.Experiment 2 addressed the possibility that performance wasdriven by children’s tendency to select an intervention thatwould produce a desirable effect (i.e., spinning gears), ratherthan to disambiguate the causal structure. The results replicateour initial findings in a context in which the informativeaction was less likely to produce a positive outcome than theuninformative one. We discuss these results in terms of theirsignificance for understanding both the development ofscientific reasoning and the role of self-directed actions inearly learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; causal learning;exploration; scientific reasoning; decision-making;experimentation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1f15h3t5", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "", "last_name": "Lapidow", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Caren", "middle_name": "M.", "last_name": "Walker", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28769/galley/18640/download/" } ] }, { "pk": 28638, "title": "Does Video Content Facilitate or Impair Comprehension of Documentaries?The Effect of Cognitive Abilities and Eye Movement Strategy", "subtitle": null, "abstract": "It remains unclear whether multimedia facilitates or impairsknowledge acquisition. Here we examined whether subtitlesand video content facilitate comprehension of documentariesconsisting of statements of facts and whether thecomprehension depends on participants’ cognitive abilitiesand eye movement strategies during video watching. Wefound that subtitles facilitated comprehension regardless ofparticipants’ cognitive abilities or eye movement strategiesfor video watching. In contrast, with video content but notsubtitles, comprehension depended on participants’ auditoryworking memory, task switching ability, and eye movementstrategy. Through the Eye Movement analysis with HiddenMarkov Models (EMHMM) method, we found that acentralized (looking mainly at the screen center) eyemovement strategy predicted better comprehension asopposed to a distributed strategy (with distributed regions ofinterest) after contributions from cognitive abilities werecontrolled. Thus, whether video content facilitatescomprehension of documentaries depends on the viewers’ eyemovement strategy in addition to cognitive abilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "multimedia; eye-movement; hidden Markovmodel" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2rn8n50s", "frozenauthors": [ { "first_name": "Yueyuan", "middle_name": "", "last_name": "Zheng", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Xinchen", "middle_name": "", "last_name": "Ye", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28638/galley/18509/download/" } ] }, { "pk": 29158, "title": "Do Humans Look Where Deep Convolutional Neural Networks “Attend”?", "subtitle": null, "abstract": "Convolutional Neural Networks (CNNs) have recently begunto exhibit human level performance on some visual percep-tion tasks. Performance remains relatively poor on vision taskslike object detection. We hypothesized that this gap is largelydue to the fact that humans exhibit selective attention, whilemost object detection CNNs have no corresponding mecha-nism. We investigated some well-known attention mechanismsin the deep learning literature, identifying their weaknessesand leading us to propose a novel CNN approach to objectdetection: the Densely Connected Attention Model. We thenmeasured human spatial attention, in the form of eye trackingdata, during the performance of an analogous object detectiontask. By comparing the learned representations produced byvarious CNNs with that exhibited by human viewers, we iden-tified some relative strengths and weaknesses of the examinedattention mechanisms. The resulting comparisons provide in-sights into the relationship between CNN object detection sys-tems and the human visual system.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Visual Spatial Attention; Computer Vision; Con-volutional Neural Networks; Densely Connected AttentionMaps; Class Activation Maps; Sensitivity Analysis" } ], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7472r37x", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29158/galley/19029/download/" } ] }, { "pk": 28803, "title": "Do learners’ word order preferences reflect hierarchical language structure?", "subtitle": null, "abstract": "Previous research has argued that learners infer word order pat-terns when learning a new language based on knowledge aboutunderlying structure, rather than linear order (Culbertson &Adger, 2014). Specifically, learners prefer typologically com-mon noun phrase word order patterns that transparently reflecthow elements like nouns, adjectives, numerals, and demon-stratives combine hierarchically. We test whether this resultstill holds after removing a potentially confounding strategypresent in the original study design. We find that when learn-ers are taught a naturalistic “foreign” language, a clear prefer-ence for noun phrase word order is replicated but for a subsetof modifier types originally tested. Specifically, participantspreferred noun phrases with the order N-Adj-Dem (as in “mugred this”) over the order N-Dem-Adj (as in “mug this red”).However, they showed no preference between orders N-Adj-Num (as in “mugs red two”) and N-Num-Adj (as in “mugstwo red”). We interpret this sensitivity as potentially reflectingan asymmetry among modifier types in the underlying hierar-chical structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; learning; syntax; typology" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dt0b9fn", "frozenauthors": [ { "first_name": "Alexander", "middle_name": "", "last_name": "Martin", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Klaus", "middle_name": "", "last_name": "Abels", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Adger", "name_suffix": "", "institution": "Queen Mary University of London", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Culbertson", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28803/galley/18674/download/" } ] }, { "pk": 29044, "title": "Domestic Dogs Sensitivity to the Accuracy of Human Informants", "subtitle": null, "abstract": "Domestic dogs excel at understanding human social-communicative gestures. The present study explores whether dogscan use peoples past accuracy when deciding who to trust. In Experiment 1, dogs watched an informant hide a treat underone of two containers and then point at one of them. Dogs were more likely to follow an accurate (pointed correctly)vs. the inaccurate (pointed incorrectly) informants point. In Experiment 2, dogs interacted separately with an accurateand inaccurate informant and again were more likely to follow an accurate point. In test trials, dogs did not witnesshiding of the treat and saw the same two informants simultaneously point at different locations. Here, they chose betweenthe locations at chance-level. Dogs inability to selectively follow a previously accurate informant when presented withconflicting information suggests that, unlike children, they may not be able to use past informant accuracy when choosingwhose information to use.", "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/8tr0k52q", "frozenauthors": [ { "first_name": "Madeline", "middle_name": "", "last_name": "Pelgrim", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Emma", "middle_name": "", "last_name": "Tecwyn", "name_suffix": "", "institution": "Birmingham City University", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Espinosa", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Angie", "middle_name": "", "last_name": "Johnston", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Sarah", "middle_name": "MacKay", "last_name": "Marton", "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": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29044/galley/18915/download/" } ] }, { "pk": 29161, "title": "Domestic dog understanding of containment and occlusion events", "subtitle": null, "abstract": "Intuitive physical concepts help humans navigate the world. One such concept, object containment, has been studiedextensively in infants and nonhuman primates. Evidence indicates objects hidden inside of containers are more difficultto find than covered or occluded objects, possibly due to the prerequisite understanding that containers are hollow. Dogsencounter containers in daily life, and canine studies commonly require subjects to locate hidden treats. The presentresearch provides the first test of the hypothesis that dogs, like primates, find it harder to make inferences about containmentcompared to other hiding events. To address this hypothesis, across 24 trials dogs (N=90) searched between 2 possiblelocations, one of which concealed a treat. They watched 3 different methods of hiding: i) inside containers, ii) behindcontainers, and iii) under containers. As predicted, dogs were less likely to locate treats inside containers. Results will bediscussed in a comparative context.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7db2z8wd", "frozenauthors": [ { "first_name": "Julia", "middle_name": "", "last_name": "Espinosa", "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": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29161/galley/19032/download/" } ] }, { "pk": 28715, "title": "Do Neural Language Representations Learn Physical Commonsense?", "subtitle": null, "abstract": "Humans understand language based on the rich backgroundknowledge about how the physical world works, which in turn,allows us to reason about the physical world through language.In addition to the properties of objects (e.g., boats require fuel)and their affordances, i.e., the actions that are applicable tothem (e.g., boats can be driven), we can also reason about if–then inferences between what properties of objects imply thekind of actions that are applicable to them (e.g., that if we candrive something then it likely requires fuel).In this paper, we investigate the extent to which state-of-the-art neural language representations, trained on a vast amount ofnatural language text, demonstrate physical commonsense rea-soning. While recent advancements of neural language mod-els have demonstrated strong performance on various types ofnatural language inference tasks, our study based on a datasetof over 200k newly collected annotations suggests that neurallanguage representations still only learn associations that areexplicitly written down.1", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "physical commonsense" }, { "word": "natural language" }, { "word": "neuralnetworks" }, { "word": "Affordances" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17p5224r", "frozenauthors": [ { "first_name": "Maxwell", "middle_name": "", "last_name": "Forbes", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Ari", "middle_name": "", "last_name": "Holtzman", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Yejin", "middle_name": "", "last_name": "Choi", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28715/galley/18586/download/" } ] }, { "pk": 28514, "title": "Do people use gestures differently to disambiguate the meanings ofJapanese compounds?", "subtitle": null, "abstract": "Spoken language often includes ambiguity in meaning.Compounds such as “green teacup” can be interpreted with twodifferent meanings: “green colored teacup” and “cup for greentea.” We can assume there are two different underlyingsyntactic structures. Phonetic aspects have been studied in thedisambiguation process of such ambiguous phrases, but theroles of nonlinguistic information such as gestures have notbeen explored yet. We investigated whether people usegestures differently when they were asked to describe themeanings of Japanese compounds that can be interpreted astwo different meanings. We found that the timing of gesturesin relation to the target words of accompanying speech wasdifferent between right branching compounds and leftbranching compounds. Gestures seem to be used to suggestupcoming two words (adjective and noun) as a unit inbranching. Gestures can be a useful means to disambiguate themeanings of compounds.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Gestures; Disambiguation; Branching;Compounds" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6rv967n9", "frozenauthors": [ { "first_name": "Kei", "middle_name": "", "last_name": "Kashiwadate", "name_suffix": "", "institution": "Denki University", "department": "" }, { "first_name": "Tetsuya", "middle_name": "", "last_name": "Yasuda", "name_suffix": "", "institution": "Denki University", "department": "" }, { "first_name": "Harumi", "middle_name": "", "last_name": "Kobayashi", "name_suffix": "", "institution": "Denki University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28514/galley/18385/download/" } ] }, { "pk": 28825, "title": "Do round numbers always become reference points?:An examination by Japanese and Major League Baseball data", "subtitle": null, "abstract": "The round number effect refers to discontinuity around roundnumbers (“0.300”, “4 hours”) in frequency distribution,indicating that people consider the round numbers as goals orreference points for their performances. This study aimed toexamine the round number effect by exploring the followingtwo issues: (1) examination of Japanese baseball data, and (2)comparison between batters who exceeded the regulationnumber of at-bat of season and those who did not. Resultsindicate the following three points; (1) the round numbereffect was found in Japanese baseball data, (2) but it wasfound only for the batters who exceeded provision bat numberof season, and (3) magnitude of the effect was stronger inJapanese than Major League Baseball data. Generaldiscussion argued these results in terms of players’ motivationand disposition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reference dependence" }, { "word": "round number effect" }, { "word": "discontinuity" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2c32h7gz", "frozenauthors": [ { "first_name": "Kuninori", "middle_name": "", "last_name": "Nakamura", "name_suffix": "", "institution": "Seijo University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28825/galley/18696/download/" } ] }, { "pk": 29095, "title": "Do typically and atypically developing children learn and generalize novel namessimilarly: the role of conceptual distance during learning and at test", "subtitle": null, "abstract": "There is a large body of evidence showing that comparison leads to better conceptualization and generalization of novelnames than no-comparison settings in typically developing (TD) children (e.g., Gentner, 2010). So far, comparison situa-tions have not been studied with children with intellectual disabilities (ID) (Chapman & Kay-Raining Bird, 2012). In thepresent research children with ID and TD children matched on mental age with the Ravens coloured progressive matricesRCPM (Raven, 1965) were tested in several comparison conditions. We manipulated the conceptual distance betweenstimuli in the learning phase and between the learning phase stimuli and the generalization phase stimuli for object andrelational nouns. Results showed that overall both populations had rather similar performance profile when matched ontheir cognitive skills (low vs. high functioning). Unexpectedly, ID childrens performance was equivalent or better thantheir TD peers. We discuss our results in terms of the role of conceptual distance on participants conceptual generalizationas a function of their intellectual abilities and cognitive functioning.", "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/1tr2v945", "frozenauthors": [ { "first_name": "Arnaud", "middle_name": "", "last_name": "Witt", "name_suffix": "", "institution": "University of Bourgogne Franche-Comt", "department": "" }, { "first_name": "Annick", "middle_name": "", "last_name": "Comblain", "name_suffix": "", "institution": "University of Liege", "department": "" }, { "first_name": "Jean-Pierre", "middle_name": "", "last_name": "Thibaut", "name_suffix": "", "institution": "University of Bourgogne Franche-Comt", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29095/galley/18966/download/" } ] }, { "pk": 29268, "title": "Do Verbal Labels Enhance Detection of Visual Targets?", "subtitle": null, "abstract": "Cognitive penetrability describes cognition and perception as interconnected, with cognition impacting the process ofperception rather than just the interpretation. The current study addresses this claim in the domain of language, askingif language helps people detect nearly-invisible stimuli. Two experiments were adapted from Lupyan and Spivey (2010),where auditory cues were found to be more beneficial than visual cues in recognizing letters. Participants reported thepresence of a target letter that was either preceded by an auditory or visual cue (e.g., cues were either hearing emm or seeingM, followed by a visual M as a target). Detection sensitivity was calculated and compared within cue presentation type.Neither visual nor auditory cues helped participants recognize target letters more than the no-cue condition. These resultsdiffer from previous work demonstrating linguistic facilitation and indicated that neither linguistic nor visual informationaid in perceiving a matching item.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1f85d94n", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "", "last_name": "Richards", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Hoffman", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Vickery", "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": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29268/galley/19139/download/" } ] }, { "pk": 29205, "title": "Downloading Culture.zip: Social learning by program induction with executiontraces", "subtitle": null, "abstract": "Cumulative culture ultimately depends on the fidelity of learning between successive generations. When humans learnfrom others in addition to observing inputs and outputs we often observe the process which led to that output. Forinstance, when preparing a meal we don’t just observe a pile of vegetables and then a ratatouille. Instead, we observe acausal process by which those ingredients are transformed. Here we use programs to represent a cultural process and showthat the observation of an execution trace speeds up program induction even when learning from only a single example.This mechanism could account for (1) the high fidelity of social learning which leads to cumulative culture in humans(2) unify the role of emulation and imitation in social learning and (3) account for aspects of moral learning such asritualization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1q10m0vt", "frozenauthors": [ { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Felix", "middle_name": "", "last_name": "Sosa", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Samuel", "middle_name": "", "last_name": "Gershman", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29205/galley/19076/download/" } ] }, { "pk": 29179, "title": "Do You Need More than Two Subjects: Using Cognitive Modeling to MakeAccurate Predictions for Individual Subjects", "subtitle": null, "abstract": "In experimental research, large numbers of participants are used to average out individual differences in the data. However,differences in task performance may be largely due to two factors; lack of task training, and different micro-strategies. Weimplement a methodology that removes the effect of these factors, requires only 23 participants, and still produces largeamounts of data. Other studies have been published using a similar methodology (Cousineau & Shiffrin, 2004; Gray &Boehm-Davis, 2000). Our study is a revision of previous research using a mobile game (West et al., 2018). Participants aretrained extensively on the game to ensure they are experts. The study includes a predictive cognitive model and the game-design is based on an apparent micro-strategy. We hypothesize that the same micro-strategies under identical conditions,should produce identical results across participants and the model. Suggesting the model may exist in the mind of humanexperts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9271g359", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Greve", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Elisabeth", "middle_name": "", "last_name": "Reid", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "Robert", "middle_name": "", "last_name": "West", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29179/galley/19050/download/" } ] }, { "pk": 28908, "title": "Draping an Elephant: Uncovering Children’s ReasoningAbout Cloth-Covered Objects", "subtitle": null, "abstract": "Humans have an intuitive understanding of physics. They canpredict how a physical scene will unfold, and reason about howit came to be. Adults may rely on such a physical representa-tion for visual reasoning and recognition, going beyond visualfeatures and capturing objects in terms of their physical prop-erties. Recently, the use of draped objects in recognition wasused to examine adult object representations in the absence ofmany common visual features. In this paper we examine youngchildren’s reasoning about draped objects in order to examinethe develop of physical object representation. In addition, weargue that a better understanding of the development of theconcept of cloth as a physical entity is worthwhile in and ofitself, as it may form a basic ontological category in intuitivephysical reasoning akin to liquids and solids. We use two ex-periments to investigate young children’s (ages 3–5) reasoningabout cloth-covered objects, and find that they perform signif-icantly above chance (though far from perfectly) indicating arepresentation of physical objects that can interact dynamicallywith the world. Children’s success and failure pattern is similaracross the two experiments, and we compare it to adult behav-ior. We find a small effect, which suggests the specific featuresthat make reasoning about certain objects more difficult maycarry into adulthood.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Intuitive physics" }, { "word": "cloth" }, { "word": "Cognitive Development" }, { "word": "object recognition" }, { "word": "analysis-by-synthesis" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76w0v9f1", "frozenauthors": [ { "first_name": "Tomer", "middle_name": "D.", "last_name": "Ullman", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Eliza", "middle_name": "", "last_name": "Kosoy", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Ilker", "middle_name": "", "last_name": "Yildrim", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Amir", "middle_name": "A.", "last_name": "Soltani", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Siegel", "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": "" }, { "first_name": "Elizabeth", "middle_name": "S.", "last_name": "Spelke", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28908/galley/18779/download/" } ] }, { "pk": 29217, "title": "Drawing conclusions from spatial coincidences: a cumulative clustering account", "subtitle": null, "abstract": "Spatial coincidences allow us to infer the presence of latent causes in the world. For instance, an unusually large clusterof ants allows us to infer the presence of a food source. The leading cognitive model for such inferences is Bayesian,but the Bayesian algorithm is computationally taxing. Humans likely employ a more efficient, approximative algorithm.To characterize the cognitive algorithms used, we had subjects judge whether a set of dots was drawn from a uniformdistribution or from a mixture of a uniform and a gaussian source (tending to produce clusters). Responses systematicallydeviate from Bayesian optimality: as the number of dots increase, subjects more often report a latent cause where noneexists. The bias is accounted for by a Bayesian clustering algorithm that cumulatively considers the next-nearest dot to aputative source. This finding helps characterize our tendency to perceive causal patterns where none exist.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fx2922n", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "New York University", "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": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29217/galley/19088/download/" } ] }, { "pk": 28795, "title": "EARSHOT:A minimal network model of human speech recognition that operates on real speech", "subtitle": null, "abstract": "Despite the lack of invariance problem (the many-to-manymapping between acoustics and percepts), we experiencephonetic constancy and typically perceive what a speakerintends. Models of human speech recognition have side-stepped this problem, working with abstract, idealized inputsand deferring the challenge of working with real speech. Incontrast, automatic speech recognition powered by deeplearning networks have allowed robust, real-world speechrecognition. However, the complexities of deep learningarchitectures and training regimens make it difficult to usethem to provide direct insights into mechanisms that maysupport human speech recognition. We developed a simplenetwork that borrows one element from automatic speechrecognition (long short-term memory nodes, which providedynamic memory for short and long spans). This allows thenetwork to learn to map real speech from multiple talkers tosemantic targets with high accuracy. Internal representationsemerge that resemble phonetically-organized responses inhuman superior temporal gyrus, suggesting that the modeldevelops a distributed phonological code despite no explicittraining on phonetic or phonemic targets. The ability to workwith real speech is a major advance for cognitive models ofhuman speech recognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "spoken word recognition; computational models;neural networks; deep learning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0w73m891", "frozenauthors": [ { "first_name": "James", "middle_name": "S.", "last_name": "Magnuson", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Heejo", "middle_name": "", "last_name": "You", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Jay", "middle_name": "", "last_name": "Rueckl", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Allopenna", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Monica", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Sahil", "middle_name": "", "last_name": "Luthra", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Rachael", "middle_name": "", "last_name": "Steiner", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Hosung", "middle_name": "", "last_name": "Nam", "name_suffix": "", "institution": "Korea University", "department": "" }, { "first_name": "Monty", "middle_name": "", "last_name": "Escabi", "name_suffix": "", "institution": "University of Connecticut", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Brown", "name_suffix": "", "institution": "Oregon State University", "department": "" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Theodore", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Monto", "name_suffix": "", "institution": "University of Connecticut", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28795/galley/18666/download/" } ] }, { "pk": 35942, "title": "Educating Students of Refugee Backgrounds: Critical Language Teacher Education in TESOL", "subtitle": null, "abstract": "Critical language teacher education (Hawkins & Norton, 2009) describes an approach to TESOL teacher preparation that explicitly attends to the structures of schooling and society that privilege some groups over others. More than presenting methods or theories of TESOL in isolation, the intention of a critical approach is to foster awareness of local policies and practices in relation to possible teacher action for equity—essential for those in the position of welcoming and supporting English learners in US schools. This article explores how this approach was enacted in a domestic travel course for ESL teachers focused on the education of students of refugee backgrounds, an area\nunderdeveloped in teacher education. Implications for TESOL teacher preparation in general, and for TESOL teacher professional learning about refugees specifically, are discussed.", "language": "eng", "license": null, "keywords": [ { "word": "TESOL teacher education" }, { "word": "refugee education" }, { "word": "MA TESOL course work" }, { "word": "critical language teacher education" } ], "section": "Theme Section - Advocacy Leadership and Teacher Education", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52w5w0d9", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Baecher", "name_suffix": "", "institution": "Hunter College, City University of New York", "department": "" }, { "first_name": "Julie", "middle_name": "", "last_name": "Kasper", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Jenny", "middle_name": "", "last_name": "Mincin", "name_suffix": "", "institution": "SUNY Empire State College", "department": "Human Services" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35942/galley/26796/download/" } ] }, { "pk": 28794, "title": "Effect of Suggestions from a Physically Present Robot on Creative Generation", "subtitle": null, "abstract": "This study experimentally investigated the effect of sugges-tions from a physically present robot on human creative gener-ation. In the experiments, we used a creative task in which theparticipants were required to draw creatures living on a planetother than the Earth, and a physically present robot, which pro-vided suggestions for creative drawing to the participants withspeech sounds and physical movements. First, the results ofthe pilot experiment confirmed that drawing creativity was en-hanced for the participants supported by a robot; however, theywere unlikely to refer to the suggestions. Based on the re-sults, two hypotheses were developed: the suggestions from arobot offered a variety of different perspectives and facilitatedmetacognition (Hypothesis 1), and the suggestions worked asdistractions and suppressed fixated perspectives (Hypothesis2). The experiment was conducted to investigate these hy-potheses. As a result, Hypothesis 1 was supported. The resultswere discussed based on previous studies.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Robot; Human-robot interaction; Creativity; Cre-ative generation; Metacognition; Collaboration." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93c203hr", "frozenauthors": [ { "first_name": "Akihiro", "middle_name": "", "last_name": "Maehigashi", "name_suffix": "", "institution": "KDDI Research", "department": "" }, { "first_name": "Yugo", "middle_name": "", "last_name": "Hayashi", "name_suffix": "", "institution": "Ritsumeikan University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28794/galley/18665/download/" } ] }, { "pk": 28784, "title": "Effects of affective ratings and individual differencesin English morphological processing", "subtitle": null, "abstract": "The nature of morphological processing has remained acontroversial topic in psycholinguistic research. Some studies(e.g., Rastle, Davis, & New, 2004) have argued that whenwe read words like corner and talker, we automaticallydecompose them into existing morphemes like talk, corn, and-er, regardless of whether it is semantically plausible (e.g.,talker) or not (e.g., corner). Recent studies, however, havechallenged this view, by showing early semantic effects ofthe whole complex word (J ̈arvikivi & Pyykk ̈onen, 2011; L ̃oo& J ̈arvikivi, 2019; Milin, Feldman, Ramscar, Hendrix, &Baayen, 2017). Using a masked priming paradigm, the presentstudy only found effects of morphological decomposition fortrue morphological relations (e.g., talker) as well as effectsof frequency and affective properties of whole words, furtherchallenging automatic decomposition accounts. Finally, wealso report that individual differences such as participants’self-reported scholarly reading and openness to new experi-ence, affect processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "morphological processing; masked priming; af-fective properties; individual differences" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4kb3z83z", "frozenauthors": [ { "first_name": "Kaidi", "middle_name": "", "last_name": "L ̃oo", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Abigail", "middle_name": "", "last_name": "Toth", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Figen", "middle_name": "", "last_name": "Karaca", "name_suffix": "", "institution": "University of Alberta", "department": "" }, { "first_name": "Juhani", "middle_name": "", "last_name": "J ̈arvikivi", "name_suffix": "", "institution": "University of Alberta", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28784/galley/18655/download/" } ] }, { "pk": 28799, "title": "Effects of Blindfolding on Verbal and Gestural Expression of Path in Auditory\nMotion Events", "subtitle": null, "abstract": "Studies have claimed that blind people’s spatial representations\nare different from sighted people, and blind people display\nsuperior auditory processing. Due to the nature of auditory and\nhaptic information, it has been proposed that blind people have\nspatial representations that are more sequential than sighted\npeople. Even the temporary loss of sight—such as through\nblindfolding—can affect spatial representations, but not much\nresearch has been done on this topic. We compared blindfolded\nand sighted people’s linguistic spatial expressions and non-\nlinguistic localization accuracy to test how blindfolding affects\nthe representation of path in auditory motion events. We found\nthat blindfolded people were as good as sighted people when\nlocalizing simple sounds, but they outperformed sighted people\nwhen localizing auditory motion events. Blindfolded people’s\npath related speech also included more sequential, and less\nholistic elements. Our results indicate that even temporary loss\nof sight influences spatial representations of auditory motion\nevents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "blindfolding; localization; pointing; auditory\nmotion events; spatial language" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9th614vx", "frozenauthors": [ { "first_name": "Ezgi", "middle_name": "", "last_name": "Mamus", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Lilia", "middle_name": "", "last_name": "Rissman", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Asifa", "middle_name": "", "last_name": "Majid", "name_suffix": "", "institution": "University of York", "department": "" }, { "first_name": "Aslı", "middle_name": "", "last_name": "Özyürek", "name_suffix": "", "institution": "Radboud University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T13:00:00-05:00", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28799/galley/18670/download/" } ] } ] }