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{ "count": 38493, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=15400", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=15200", "results": [ { "pk": 29246, "title": "Effects of implicit processes on conversion from a sub-optimal to an optimalsolution", "subtitle": null, "abstract": "Conversion from an initial representation for gaining insight has mainly been studied in experimental settings wheresolution through that initial representation is impossible.Many studies of insight problem solving have shown that animplicit process engage in conversion from an inadequate initial representation. However, few studies exist about suchconversion in a situation in which solution by the initial representation is possible. A typical situation is conversionfrom a sub-optimal to an optimal solution. In such a situation, solution by the initial representation is inefficient, butpossible. Therefore, participants received no negative feedback that the solution is impossible.In this study, by measuringeye movement, we investigated the hypothesis that the implicit process also emerges in such a situation. We found that theimplicit process related to relaxation of fixedness on the sub-optional solution was observed prior to conscious finding ofthe optimal solution.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6n19k8mv", "frozenauthors": [ { "first_name": "YUKI", "middle_name": "", "last_name": "NINOMIYA", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Hitoshi", "middle_name": "", "last_name": "Terai", "name_suffix": "", "institution": "Kindai University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29246/galley/19117/download/" } ] }, { "pk": 28731, "title": "Effects of Induced Affective States\non Decisions under Risk with Mixed Domain Problems", "subtitle": null, "abstract": "We investigated whether induced affective states can affect the\nprocess and outcomes of decisions under risk. A mood\ninduction task was used to elicit a positive or negative mood in\na sample of adult participants (N=48). The participants then\nresponded to 28 decision problems, each offering a choice\nbetween two mixed-domain risky alternatives. The dependent\nvariables of interest were decision-making choices, as well as\nan eye-tracking based attentional measure: the total fixation\ndurations for certain critical aspects of the two presented risky\ndecision options. Mood condition did not have a significant\nmain effect on participants’ choices, or on mean total fixation\ntime for problems. However, fixation times showed a three-\nway interaction between mood condition, domain (gain versus\nloss), and time (block). The fixation time data also provided\nsome general insights into participants’ patterns of attention\nallocation during decision-making. They generally spent more\ntime looking at values compared to probabilities, and more\ntime looking at potential gains compared to losses (although\nthis difference declined over time, especially for positive-mood\nparticipants).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "emotion; decision making; mood induction; affect;\nallocation of attention; eye tracking; risk; cognitive processing;\nstrategy; choice" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4bs4q8j8", "frozenauthors": [ { "first_name": "Rui", "middle_name": "", "last_name": "Gong", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Corter", "name_suffix": "", "institution": "Columbia University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28731/galley/18602/download/" } ] }, { "pk": 29290, "title": "Effects of Instructor Presence in Video Lectures: Rapport, Attention, andLearning", "subtitle": null, "abstract": "Do students learn better from video lectures when an on-screen instructor is socially presentthat is, when students can seethe instructor’s face and eye gaze during the lecture? The present study explores how access to the instructors face andeye gaze affects students feelings of social rapport, attention to the lesson, and learning outcomes. The study comparesa video lecture about the human kidney where students either have access to the instructors face and eye gaze during thelecture or do not (i.e., the instructor does not face the camera). Students reported higher levels of engagement, directedmore eye fixations to the lecture material rather than the instructor (based on eye-tracking metrics), and performed betteron both retention and transfer posttests after viewing a video lecture with a socially present, on-screen instructor. Resultssuggest that social cues play a role in guiding academic learning from instructional video.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8033r3wc", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "", "last_name": "Stull", "name_suffix": "", "institution": "University of California", "department": "" }, { "first_name": "Logan", "middle_name": "", "last_name": "Fiorella", "name_suffix": "", "institution": "University of Georgia", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Similuk", "name_suffix": "", "institution": "University of California", "department": "" }, { "first_name": "Stevi", "middle_name": "", "last_name": "Ibonie", "name_suffix": "", "institution": "University of California", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Mayer", "name_suffix": "", "institution": "University of California", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29290/galley/19161/download/" } ] }, { "pk": 28457, "title": "Efficiency and Flexibility of Individual Multitasking Strategies - Influence ofBetween-Task Resource Competition", "subtitle": null, "abstract": "Evidence exists that individuals prefer distinguishable strategies for self-organized task scheduling in multitasking. Theyeither prefer to work for long sequences on one task before switching to another (i.e., blocking), to switch repeatedly aftershort sequences (i.e., switching), or to process the current stimuli of two tasks before responding almost simultaneously(i.e., response grouping). We tested whether the strategies efficiency differs depending on the resource competition be-tween tasks in a free concurrent dual-tasking paradigm and whether individuals adapt their strategies accordingly. Ourresults show that switcher and response grouper are more efficient than blocker during low than high resource competitionbetween tasks. Comparably, more switchers shifted to a response grouping strategy than blockers towards a switchingstrategy. Overall, especially those individuals benefited from a lower resource competition, who already preferred a moreflexible approach in dealing with the multitasking demand during high resource competition.", "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/00g565nv", "frozenauthors": [ { "first_name": "Jovita", "middle_name": "", "last_name": "Bruening", "name_suffix": "", "institution": "Technische Universitat Berlin", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Mckstein", "name_suffix": "", "institution": "Technische Universitat Berlin", "department": "" }, { "first_name": "Dietrich", "middle_name": "", "last_name": "Manzey", "name_suffix": "", "institution": "Technische Universitat Berlin", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28457/galley/18328/download/" } ] }, { "pk": 28685, "title": "Efficiency of Learning in Experience-Limited Domains:Generalization Beyond the WUG Test", "subtitle": null, "abstract": "Learning to read English requires learning the complex statis-tical dependencies between orthography and phonology. Pre-vious research has focused on how these statistics are learnedin neural network models provided with as much training asneeded. Children, however, are expected to acquire this knowl-edge in a few years of school with only limited instruction. Weexamined how these mappings can be learned efficiently, de-fined by tradeoffs between the number of words that are explic-itly trained and the number that are correct by generalization.A million models were trained, varying the sizes of randomly-selected training sets. For a target corpus of about 3000 words,training sets of 200–300 words were most efficient, producinggeneralization to as many as 1800 untrained words. Composi-tion of the 300 word training sets also greatly affected general-ization. The results suggest directions for designing curriculathat promote efficient learning of complex material.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "reading; efficient learning; generalization; compu-tational modeling; human and machine learning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7bp911zm", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "R.", "last_name": "Cox", "name_suffix": "", "institution": "Louisiana State University", "department": "" }, { "first_name": "Matthew", "middle_name": "Cooper", "last_name": "Borkenhagen", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Mark", "middle_name": "S.", "last_name": "Seidenberg", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28685/galley/18556/download/" } ] }, { "pk": 28653, "title": "Efficient Data Compression Leads to Categorical Bias inPerception and Perceptual Memory", "subtitle": null, "abstract": "Efficient data compression is essential for capacity-limited sys-tems, such as biological memory. We hypothesize that the needfor efficient data compression shapes biological perception andperceptual memory in many of the same ways that it shapesengineered systems. If true, then the tools that engineers useto analyze and design systems, namely rate-distortion theory(RDT), can profitably be used to understand perception andmemory. To date, researchers have used deep neural networksto approximately implement RDT in high-dimensional spaces,but these implementations have been limited to tasks in whichthe sole goal is compression with respect to reconstruction er-ror. Here, we introduce a new deep neural network architecturethat approximately implements RDT in a task-general manner.An important property of our architecture is that it is trained“end-to-end”, operating on raw perceptual input (e.g., pixels)rather than an intermediate level of abstraction, as is the casewith most psychological models. We demonstrate that ourframework can mimick categorical biases in perception andperceptual memory in several ways, and thus generates spe-cific hypotheses that can be tested empirically in future work.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Perception; memory; deep neural networks;rate-distortion theory; categorical bias" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5mk7h3qs", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "J.", "last_name": "Bates", "name_suffix": "", "institution": "University of Rochester", "department": "" }, { "first_name": "Robert", "middle_name": "A.", "last_name": "Jacobs", "name_suffix": "", "institution": "University of Rochester", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28653/galley/18524/download/" } ] }, { "pk": 28497, "title": "Efficient use of ambiguity in an early writing system:Evidence from Sumerian cuneiform", "subtitle": null, "abstract": "Ambiguity has often been viewed as a hindrance to communi-cation. In contrast, Piantadosi et al. (2012) argued that ambi-guity may be useful in that it allows communication to be ef-ficient, and they found support for this argument in the spokenforms of modern English, Dutch, and German. The historicalorigins of this phenomenon cannot be probed in the case of spo-ken language, but they can for written language, as it leaves anenduring trace. Here, we explore ambiguity and efficiency inone of the earliest known written forms of language: Sumeriancuneiform. Sumerian cuneiform exhibits extensive ambiguity,and for that reason it has been considered to be poorly suited forcommunication. We find, however, that ambiguity in Sumeriancuneiform supports efficient communication, mirroring the ear-lier findings for spoken English, Dutch, and German. Thus, theearly stages of human writing exhibit evidence suggesting pres-sure for communicative efficiency.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "efficient communication; ambiguity; writing sys-tems; cuneiform; information theory" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43t177m7", "frozenauthors": [ { "first_name": "Noah", "middle_name": "", "last_name": "Hermalin", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28497/galley/18368/download/" } ] }, { "pk": 28847, "title": "Egocentric Tendencies in Theory of Mind Reasoning:An Empirical and Computational Analysis", "subtitle": null, "abstract": "Humans develop an ability for Theory of Mind (ToM) by theage of six, which enables them to infer another agent’s men-tal state and to differentiate it from one’s own. Much evi-dence suggests that humans can do this in a presumably op-timal way and, correspondingly, a Bayesian Theory of Mind(BToM) framework has been shown to match human infer-ences and attributions. Mostly, this has been investigated withspecific, explicit mentalizing tasks. However, other researchhas shown that humans often deviate from optimal reasoningin various ways. We investigate whether typical BToM modelsreally capture human ToM reasoning in tasks that solicit moreintuitive reasoning. We present results of an empirical studywhere humans deviate from Bayesian optimal reasoning in aToM task but instead exhibit egocentric tendencies. We alsodiscuss how computational models can better account for suchsub-optimal processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of Mind; Bayesian Modeling; EgocentricTendencies; Bounded rationality" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7r15701k", "frozenauthors": [ { "first_name": "Jan", "middle_name": "", "last_name": "P ̈oppel", "name_suffix": "", "institution": "Bielefeld University", "department": "" }, { "first_name": "Stefan", "middle_name": "", "last_name": "Kopp", "name_suffix": "", "institution": "Bielefeld University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28847/galley/18718/download/" } ] }, { "pk": 29003, "title": "Elicitation and Assessment of Emotion in Computational Rationality", "subtitle": null, "abstract": "Computational modelling of human emotion has a promising outlook within the approach of computational rationality,which formalises adaptive behaviour as a bounded optimisation problem. However, testing different hypothetical emotionmodels under this approach is hindered by lack of structured data, that have been collected in experimentation coherentwith the underlying formal assumptions. Here, we design an interactive task that is used to elicit and assess emotion,and aligns with the problem solving formalism of a partially observable Markov decision problem. From the literatureon emotion modelling, we derive hypotheses about what affects emotional responses, and use the collected data to testthe hypotheses. We demonstrate how emotion can be assessed in a semi-continuous manner throughout the trials of theexperiment, and in a way that can be used to test computational rationality models of emotion.", "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/9m12n5wd", "frozenauthors": [ { "first_name": "Jussi", "middle_name": "", "last_name": "Jokinen", "name_suffix": "", "institution": "Aalto University", "department": "" }, { "first_name": "Viet", "middle_name": "Ba", "last_name": "Hirvola", "name_suffix": "", "institution": "Aalto University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29003/galley/18874/download/" } ] }, { "pk": 28663, "title": "Elicitation of Quantified Description Under Time Constraints", "subtitle": null, "abstract": "Quantity can be expressed in a variety of ways and at dif-ferent levels of precision. One factor that influences numer-ical description of elements in a visual scene is how long thescene is observed. We extend a previous incremental modelof numerical perception to model quantified description undertime constraints. Our extended model predicts that as presen-tation duration decreases and as the quantity of items to beenumerated increases, the frequency of inexact quantifiers willincrease. We conducted two human subject elicitation stud-ies to test these predictions. Our findings were consistent withour model’s predictions. Additionally, we demonstrate that ournovel model of incremental numerical perception and quanti-fied description closely predicts the precise proportion of exactnumerical responses generated by in these experiments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "numerical language; numerical perception; quan-tifiers; subitizing; counting; estimation; computational model" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15g3k76s", "frozenauthors": [ { "first_name": "Gordon", "middle_name": "", "last_name": "Briggs", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Wasylyshyn", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" }, { "first_name": "Paul", "middle_name": "F.", "last_name": "Bello", "name_suffix": "", "institution": "U.S. Naval Research Laboratory", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28663/galley/18534/download/" } ] }, { "pk": 28962, "title": "Elucidating the Cognitive Anatomy of Representation Systems", "subtitle": null, "abstract": "We present a framework to assess the relative cognitive cost of alternative representational systems for problem solving.The framework consists of 19 cognitive properties of representational systems, which are distributed across 4 dimensions(registration, semantic encoding, inference, and solution) and three scales of granularity (symbol, expression, and sub-representations). It examines components and processes spanning the internal mental representation and external physicaldisplay, and also addresses heterogenous representations of problems. We provide functions to evaluate the cost of eachcognitive property by examining, for example, types of matches between display symbols and concepts, the arity ofrelations, or the depth of solution trees. The cognitive costs for each property are combined to estimate the overallcognitive cost, and hence the relative effectiveness, of a representation. The frameworks development is motivated byour goal of engineering an automated system that will select representations suited to specific classes of problems forindividual users.", "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/0pr8k8fp", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Cheng", "name_suffix": "", "institution": "University of Sussex, Brighton", "department": "" }, { "first_name": "Grecia", "middle_name": "Garcia", "last_name": "Garcia", "name_suffix": "", "institution": "University of Sussex, Brighton", "department": "" }, { "first_name": "Holly", "middle_name": "", "last_name": "Sutherland", "name_suffix": "", "institution": "University of Sussex, Falmer", "department": "" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Raggi", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Stockdill", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Mateja", "middle_name": "", "last_name": "Jamnik", "name_suffix": "", "institution": "University of Cambridge", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28962/galley/18833/download/" } ] }, { "pk": 28589, "title": "Elvis Has Left the Building: Correlational but Not Causal Relationship betweenMusic Skill and Cognitive and Academic Ability", "subtitle": null, "abstract": "Music training is commonly thought to have a positive impacton children’s cognitive skills and academic achievement. Thisbelief relies on the idea that engaging in an intellectuallydemanding activity helps to foster overall cognitive function.We here present a meta-analysis of music-intervention studiesin children (N = 3,780, k = 204, m = 43). Consistent with thesubstantial findings in the field of cognitive training, the overalleffect size was small (", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "music; cognitive training; meta-analysis; transferof skills." } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3vw1k3tr", "frozenauthors": [ { "first_name": "Giovanni", "middle_name": "", "last_name": "Sala", "name_suffix": "", "institution": "Osaka University", "department": "" }, { "first_name": "Fernand", "middle_name": "", "last_name": "Gobet", "name_suffix": "", "institution": "University of Liverpool", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28589/galley/18460/download/" } ] }, { "pk": 29115, "title": "Embodied Measurements of Ideological Positioning", "subtitle": null, "abstract": "Prior studies have shown tests for scales used to describe an individuals ideological position are not replicable. Weexamined ideological positioning of individuals through two mouse tracking tasks. First, participants were asked to selectfrom six ideologies, mixed with distractors, they believed described them. They were then shown ten defined traits ofthese ideologies. Next, participants were asked to choose between pairs of compared traits and assign them to a displayedideology. The first task was to determine which ideologies participants were most closely associated with, while the secondwas used to determine how each individual defined ideologies. In this way, we were able to gain insight into how peopledefine themselves when completing discrete tasks, such as answering political questionnaires. Results show differences inindividual ideological definitions. We have begun grouping statistically similar responses. It is our hope that this data willhelp develop realistic scales of ideological positioning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/15m320kx", "frozenauthors": [ { "first_name": "Brandon", "middle_name": "", "last_name": "Batzloff", "name_suffix": "", "institution": "University of California Merced", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Spivey", "name_suffix": "", "institution": "University of California Merced", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29115/galley/18986/download/" } ] }, { "pk": 28999, "title": "Emergence: A Proposal for a Foundational Revolution in Cognitive Science", "subtitle": null, "abstract": "Emergence has been a fundamental part of physics, chemistry, and biology since the turn of the century. The sub-disciplines of cognitive science have all adopted emergentist approaches in many areas within their field, yet cognitivescience as a whole lacks an overarching theory between the sub-disciplines. Therefore, I propose that emergence is avaluable conceptual tool for unifying the sub-disciplines of cognitive science, as it will facilitate communication via ashared emergentist framework. Although there are several definitions of emergence, cognitive science can benefit from anoverarching view that regardless of discipline, reductionistic approaches are unable to describe cognition from the macroto the micro without invoking emergent stages of explanation. The reluctance to adopt an emergent paradigm surroundsthe issue that emergent phenomena cannot be predicted from their component parts, which challenges the way experimentsin cognitive science are designed and conducted, and how cognition is modeled computationally.", "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/7j29350h", "frozenauthors": [ { "first_name": "Jay", "middle_name": "", "last_name": "Jennings", "name_suffix": "", "institution": "Carleton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28999/galley/18870/download/" } ] }, { "pk": 28796, "title": "Emergence of Collective Cooperation and Networks from Selfish-Trust andSelfish-Connections", "subtitle": null, "abstract": "Emergence of collective cooperation in an inherently selfishsociety is a paradox that has preoccupied biologists, sociol-ogists, and cognitive scientists alike for centuries. We pro-pose a computational model and demonstrate through simula-tions how collective cooperation can emerge from selfish inter-ests: the goal of improving each individual’s own rewards. Wealso demonstrate how the same selfish interests lead to the dy-namic emergence of a network of interconnected agents. Ourmodel includes two simple mechanisms: Selfish-Trust (ST)and Selfish-Connection (SC). ST involves the possibility of re-lying on others in a society of agents when it is beneficial tothe individual, and SC involves the possibility of connecting toother agents when those agents help improve the individual’sown benefit. Our simulation results suggest that collective co-operation can emerge from ST and a complex dynamic net-work can emerge from ST and SC. The simulated data demon-strate an important property of many living organisms: pat-terns of temporal complexity, which are essential to transferinformation among agents of any society of living beings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Altruism Paradox" }, { "word": "Emergence of Cooperation" }, { "word": "Selfishness" }, { "word": "trust" }, { "word": "networks" }, { "word": "Artificial Intelligence" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6nv0b6tw", "frozenauthors": [ { "first_name": "Korosh", "middle_name": "", "last_name": "Mahmoodi", "name_suffix": "", "institution": "Carnegie Mellon 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": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28796/galley/18667/download/" } ] }, { "pk": 29300, "title": "Emergent Compositionality in Signaling Games", "subtitle": null, "abstract": "Understanding the origins of linguistic compositionality is a fundamental challenge in evolutionary linguistics. Prior workhas explored this topic through dynamical computational modeling and experiments in iterated learning. We explorethese questions using RL agents tasked with developing cooperative communication strategies in a signaling game. Weanalyze how various mechanisms (such as Bayesian pragmatic reasoning) and constraints (such as limited memory) mayaffect compositionality and generalizability in the invented communication protocols. In particular, our preliminary resultssuggest that incremental pragmatic reasoning induces a bias towards lexical compositionality. To evaluate the extensibilityof our model, we compare the behavior of the RL agents to the behavior of humans on the same task. That is, we askhumans to coordinate in a reference game task by repeatedly composing non-linguistic symbols. We discuss ways in whichthe resulting protocol mirrors and differs from that produced by the RL agents.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3dj3970g", "frozenauthors": [ { "first_name": "Nicholas", "middle_name": "", "last_name": "Tomlin", "name_suffix": "", "institution": "Brown University", "department": "" }, { "first_name": "Ellie", "middle_name": "", "last_name": "Pavlick", "name_suffix": "", "institution": "Brown University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29300/galley/19171/download/" } ] }, { "pk": 28412, "title": "EMHMM: Eye Movement Analysis with Hidden Markov Models and ItsApplications in Cognitive Research", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "EMHMM; eye movement; hidden Markovmodel" } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8658z8qd", "frozenauthors": [ { "first_name": "Janet", "middle_name": "H.", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Hong Kong", "department": "" }, { "first_name": "Antoni", "middle_name": "B.", "last_name": "Chan", "name_suffix": "", "institution": "City University of Hong Kong", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28412/galley/18283/download/" } ] }, { "pk": 29207, "title": "Emotional Speech Processing With the Help of F2 Syntactic Parser", "subtitle": null, "abstract": "F2 syntactic parser is a part of F2 emotional robot, designed to support natural emotional communication with the helpof gestures, facial expressions and speech. The parser constructs syntactic and semantic representations (frame networks)of an input text, saves them to memory (database) and selects a communicative reaction for the robot in BML (behaviormarkup language) format. The model of reactions and inferences is based on scripts if-then operators, competing for theprocessing of semantics. In particular, scripts detect emotionally relevant meanings: when it is declared, that somebodythreatens the robot, does not care about it, behaves inadequately 13 negative scripts, and also when the robot is superior,attracts attention, etc 21 positive scripts. Parser may run in a standalone mode, daily processing sentences from news andblogs. Balancing of scripts allows us to tune the understanding and reproduce different emotional profiles for the robot.(Research is supported by RSF, project No 17-78-30029).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gf301bf", "frozenauthors": [ { "first_name": "Artemy", "middle_name": "", "last_name": "Kotov", "name_suffix": "", "institution": "Kurchatov Institute", "department": "" }, { "first_name": "Nikita", "middle_name": "", "last_name": "Arinkin", "name_suffix": "", "institution": "National Research Center Kurchatov Institute", "department": "" }, { "first_name": "Liudmila", "middle_name": "", "last_name": "Zaidelman", "name_suffix": "", "institution": "National Research Center Kurchatov Institute", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Zinina", "name_suffix": "", "institution": "National Research Center Kurchatov Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29207/galley/19078/download/" } ] }, { "pk": 29187, "title": "Emotion attributions echo the structure of people’s intuitive theory of psychology", "subtitle": null, "abstract": "We present a generative model of how observers think about the emotions experienced by players in a socially-chargedgame: a public, high-stakes, one-shot Prisoner’s Dilemma. The model extends inverse planning frameworks to captureobservers’ judgments about players’ reactions to hypothetical events. Observers attribute different beliefs and values toplayers based on what decisions the players make. We model how observers’ noisy inferences of players’ mental contentsbias emotion predictions. Incorporation of non-monetary features into forward planning enables us to model emotions thatreflect complex social concerns (e.g. Embarrassment depends on how much players think others will infer that they tried totake advantage of their opponents). In addition to matching the intensities of twenty attributed emotions, the model reflectshow observers’ emotion judgments covary within single stimuli, indicating that the model captures important aspects ofthe generative process underlying humans’ emotion attributions in this game.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2mg9h9bh", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Houlihan", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Max", "middle_name": "", "last_name": "Kleiman-Weiner", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Saxe", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29187/galley/19058/download/" } ] }, { "pk": 28955, "title": "Emulating Human Developmental Stages with Bayesian Neural Networks", "subtitle": null, "abstract": "In this work we compare the acquisition of knowledge in humans and machines. Research from the area of developmentalpsychology indicates, that human-employed hypothesis are initially guided by simple rules, before evolving into morecomplex theories. This observation is shared across many tasks and domains. We investigate whether the stages ofdevelopment in artificial learning systems are based on similar characteristics. We operationalize developmental stages asthe size of the data-set on which the artificial system is trained. For our analysis we look at the developmental progressof Bayesian Neural Networks on three different data-sets, including occlusion, support and quantity comparison tasks.We compare the results with prior research from the developmental psychology literature and find agreement betweenthe family of optimized models and pattern of development observed in infants and children on all three tasks, indicatingcommon principles for the acquisition of knowledge.", "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/72m9g38g", "frozenauthors": [ { "first_name": "Marcel", "middle_name": "", "last_name": "Binz", "name_suffix": "", "institution": "Philipps-Universitt Marburg", "department": "" }, { "first_name": "Dominik", "middle_name": "", "last_name": "Endres", "name_suffix": "", "institution": "Philipps-Universitt Marburg", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28955/galley/18826/download/" } ] }, { "pk": 28464, "title": "Environmental effects on parental gesture and infant word learning", "subtitle": null, "abstract": "How infants determine correct word-referent pairings withincomplex environments is not yet fully understood. Thecombination of multiple cues, including gestures, may guidelearning as part of a communicative exchange between parentand child. Gesture use and word learning are interlinked, withearly child gesture predicting later vocabulary size, andparental gesture predicting child gesture. However, the extentto which parents alter gesture cues during word learningaccording to referential uncertainty is not known. In this study,we manipulated the number of potential referents acrossconditions during a word learning task with 18–24-month-olds,and explored how changes in parental gesture use translatedinto infant word learning. We demonstrate that parents altertheir gesture use according to the presence, but not the degree,of referential uncertainty. We further demonstrate that a degreeof variability in the number of potential referents appears tobenefit word learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning; gesture; vocabulary development;parent-infant interaction" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/33f5v4jp", "frozenauthors": [ { "first_name": "Rachael", "middle_name": "W.", "last_name": "Cheung", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Calum", "middle_name": "", "last_name": "Hartley", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Padraic", "middle_name": "", "last_name": "Monaghan", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28464/galley/18335/download/" } ] }, { "pk": 28616, "title": "Environmental Regularities Shape Semantic Organization throughout Development", "subtitle": null, "abstract": "Our knowledge of the world is an organized lexico-semantic\nnetwork in which concepts can be linked by relations, such as\n“taxonomic” relations between members of the same stable\ncategory (e.g., cat and sheep), or association between entities\nthat occur together or in the same context (e.g., sock and\nfoot). Prior research has focused on the emergence of\nknowledge about taxonomic relations, whereas association\nhas received little attention. The goal of the present research\nwas to investigate how semantic organization development is\nshaped by both taxonomic relatedness and associations based\non co-occurrence between labels for concepts in language.\nUsing a Cued Recall paradigm, we found a substantial\ninfluence of co-occurrence in both 4-5-year-olds and adults,\nwhereas taxonomic relatedness only influenced adults. These\nresults demonstrate a critical and persistent influence of co-\noccurrence associations on semantic organization. We discuss\nthese findings in relation to theories of semantic development.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "semantic development; semantic organization;\ncategories" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/68q5b1cn", "frozenauthors": [], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28616/galley/18487/download/" } ] }, { "pk": 28681, "title": "Epistemic drive and memory manipulations in explore-exploit problems", "subtitle": null, "abstract": "People often navigate new environments and must learn abouthow actions map to outcomes to achieve their goals. In this pa-per, we are concerned with how people direct their search andtrade off between selecting informative actions and actions thatwill be most immediately rewarding when they are faced withnew tasks. We find that some people selected globally infor-mative actions and were able to generalize from few observa-tions in order learn new reward structures efficiently. Theseparticipants also displayed the ability to transfer knowledgeacross similar tasks. However, a consistent proportion of par-ticipants behaved sub-optimally, caring more about observingnovel information instead of maximizing reward. Across fourexperiments, we present evidence that participants’ motivationto explore was influenced by 1) how much they already knewabout the underlying task structure and 2) whether their obser-vations remained available. We discuss possible explanationsbehind people’s exploratory drive.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "active learning; generalization; exploration-exploitation; transfer learning; data-availability;" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/18z16876", "frozenauthors": [ { "first_name": "Nicolas", "middle_name": "", "last_name": "Collignon", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28681/galley/18552/download/" } ] }, { "pk": 29197, "title": "Equanimity moderates approach/avoidance motor-responses and evaluativeconditioning", "subtitle": null, "abstract": "A growing body of research investigates equanimity as an outcome of mediation practices. Equanimity has been definedas a stable and impartial mental state or trait, regardless the affective valence of stimuli or situations (Desbordes et al.,2015). Few experimental studies focused on its understanding. After created and validated an equanimity questionnaire(EQUA-S, N = 265), we conducted a laboratory study (N = 38) to examine the effect of equanimity on both approach-avoidance motor-behavior with positive and negative stimuli (Rougier et al., 2018) and evaluative conditioning. Whileclassical approach/avoidance and evaluative conditioning effects were significantly reproduced with evidence in favor ofH1 among the participants with a low level of equanimity (N = 17), evidence in favor of H0 was found among those witha high level of equanimity. Thus, equanimity seems to moderate automatic cognitive responses toward valenced stimuli.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xr6n42w", "frozenauthors": [ { "first_name": "Catherine", "middle_name": "", "last_name": "Juneau", "name_suffix": "", "institution": "LAPSCO", "department": "" }, { "first_name": "Laurent", "middle_name": "", "last_name": "Waroquier", "name_suffix": "", "institution": "LAPSCO", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Dambrun", "name_suffix": "", "institution": "LAPSCO", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29197/galley/19068/download/" } ] }, { "pk": 29081, "title": "Estimating Average Body Size of Sets of Bodies", "subtitle": null, "abstract": "In two behavioral experiments, we demonstrated that human observers can extract average body size from a group ofindividuals. In Experiment 1, we asked 38 participants to estimate the average body size from a group of 5, 10 or 15bodies that were presented in various angles of view (Profile, Three-Quarter, Frontal, and Mixed). Participants were ableto extract the average body size, but they systematically overestimated thinner body groups, and underestimated largerbody groups. Biases were generally reduced for smaller sets sizes and when bodies were shown in profile view, but thetrend was reversed for sets with larger bodies. In Experiment 2, we tested 37 participants and showed that the accuracyof their estimates was modulated by presentation time: Accuracy was poorest when groups were presented for 1s, butsignificantly improved for 3s and 5s presentations. Implications of these finding are discussed.", "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/9hn5f244", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "To", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Brand", "name_suffix": "", "institution": "University of Canterbury", "department": "" }, { "first_name": "Georgia", "middle_name": "", "last_name": "Hampton", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Martin", "middle_name": "", "last_name": "Tovee", "name_suffix": "", "institution": "Lincoln University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29081/galley/18952/download/" } ] }, { "pk": 28930, "title": "Evaluating Levels of Emotional Contagion with anEmbodied Conversational Agent", "subtitle": null, "abstract": "This paper presents an embodied conversational agent frame-work as a controlled environment to test components of em-pathy. We implement levels of emotional contagion which in-cludes mimicry and affective matching along with necessarycommunicational capabilities. We further demonstrate an ex-amination of these foundational behaviors in isolation, to bet-ter understand the effect of each level on the perception of em-pathy in a social conversational scenario with a human actor.We report three studies where the agent shows levels of emo-tional contagion behavior during (1) the listening act in com-parison with baseline backchanneling behavior (2) additionalverbal response matching simple emotional storyline (3) theverbal response to the human actor performing complex emo-tional behaviors. Results revealed that both mimicry and affec-tive matching behaviors were perceived as more empathic thanthe baseline listening behavior, where the difference betweenthese behaviors was only significant when the agent verballyresponded to complex emotional behaviors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Emotional Contagion; Mirroring; AffectMatching; Affective Computing; Social Interaction; Em-bodied Conversational Agents" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2z36p1gk", "frozenauthors": [ { "first_name": "Ozge", "middle_name": "Nilay", "last_name": "Yalcın", "name_suffix": "", "institution": "Simon Fraser University", "department": "" }, { "first_name": "Steve", "middle_name": "", "last_name": "DiPaola", "name_suffix": "", "institution": "Simon Fraser University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28930/galley/18801/download/" } ] }, { "pk": 28493, "title": "Evaluating Models of Human Adversarial Behavior Against DefenseAlgorithms in a Contextual Multi-Armed Bandit Task", "subtitle": null, "abstract": "We consider the problem of predicting how humans learn inter-actively in an adversarial Multi-Armed Bandit (MAB) setting.In a cybersecurity scenario, we designed defense algorithms toassign decoys to lure attackers. Humans play the role of cyberattackers in an experiment to try to learn the defense strategyafter repeated interactions. Participants played against one ofthree defense algorithms: a stationary strategy, a static game-theoretic solution, and an adaptive MAB strategy. Our resultsshow that humans have the most difficulty learning against theadaptive defense. We also evaluated five different models ofattack behavior and compared their predictions against humandata. We show that a modified version of Thompson Samplingand a cognitive model based on Instance-Based Learning The-ory are the best at replicating human learning against defensestrategies. We discuss how these models of human attacker caninform future cyberdefense tools.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive Modeling; Reinforcement Learning; In-telligent Agents; Decision Making; Cybersecurity" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2gn3w566", "frozenauthors": [ { "first_name": "Marcus", "middle_name": "", "last_name": "Gutierrez", "name_suffix": "", "institution": "University of Texas at El Paso", "department": "" }, { "first_name": "Jakub", "middle_name": "", "last_name": "ˇCern ́", "name_suffix": "", "institution": "Nanyang Technological University", "department": "" }, { "first_name": "Noam", "middle_name": "", "last_name": "Ben-Asher", "name_suffix": "", "institution": "Army Research Laboratory", "department": "" }, { "first_name": "Efrat", "middle_name": "", "last_name": "Aharonov", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Branislav", "middle_name": "", "last_name": "Boˇsansk ́", "name_suffix": "", "institution": "Czech Technical University in Prague", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Kiekintveld", "name_suffix": "", "institution": "University of Texas at El Paso", "department": "" }, { "first_name": "Cleotilde", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28493/galley/18364/download/" } ] }, { "pk": 29176, "title": "Evaluating systematicity in neural networks with natural language inference", "subtitle": null, "abstract": "Compositionality makes linguistic creativity possible. By combining words, we can express uncountably many thoughts;by learning new words, we can extend the system and express a vast number of new thoughts. Recently, a numberof studies have questioned the ability of neural networks to generalize compositionally (Dasgupta, Guo, Gershman &Goodman, 2018). We extend this line of work by systematically investigating the way in which these systems generalizenovel words.In the setting of a simple system for natural language inference, natural logic (McCartney & Manning, 2007), we systemat-ically explore the generalization capabilities of various neural network architectures. We identify several key properties ofa compositional system, and develop metrics to test them. We show that these architectures do not generalize in human-likeways, lacking inductive leaps characteristic of human learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9776m8n3", "frozenauthors": [ { "first_name": "Emily", "middle_name": "", "last_name": "Goodwin", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Koustuv", "middle_name": "", "last_name": "Sinha", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Odonnell", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29176/galley/19047/download/" } ] }, { "pk": 28441, "title": "Evaluating Theories of Collaborative CognitionUsing the Hawkes Process and a Large Naturalistic Data Set", "subtitle": null, "abstract": "People spontaneously collaborate to solve a common goal.What factors affect whether teams are successful? Due tolack of large-scale naturalistic data and methods for investi-gating scientific questions on such data, previous work has ei-ther focused on very concrete cases, such as surveys of busi-ness teams, or abstract cases, such as GridWorld games, whereagents coordinate their movement so that each agent can get totheir own goal without obstructing other agents. We propose acomputational framework based on the multivariate Hawkesprocess and a novel algorithm for parameter estimation onlarge data sets. We demonstrate the potential of this methodby applying it to a large database of programming teams, pub-lic GitHub repositories. We analyze factors known to influenceteam performance, such as leader organization style and teamcognitive diversity, as well as other factors, such as the bursti-ness of effort, that are difficult to test using existing methods.Keywords: Collaborative cognition; Hawkes process; Organi-zational psychology; Bayesian nonparametrics", "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/6z6552mt", "frozenauthors": [ { "first_name": "Mohsen", "middle_name": "", "last_name": "Afrasiabi", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" }, { "first_name": "Mark", "middle_name": "G.", "last_name": "Orr", "name_suffix": "", "institution": "University of Virginia", "department": "" }, { "first_name": "Joseph", "middle_name": "L.", "last_name": "Austerweil", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28441/galley/18312/download/" } ] }, { "pk": 29030, "title": "Evaluation of Methods for Tracking Strategies in Complex Tasks", "subtitle": null, "abstract": "In complex tasks, high performers often have better strategies than low performers even with similar practice. Relativelylittle research has examined how people form and modify strategies in tasks that permit a large set of possible strategies.One challenge with such research is determining strategies based on behavior. Three algorithms were developed to trackthe task features people employ in their strategies while performing a complex task. An ACT-R model that performs thetask was created to collect simulated data with a range of known strategies. The performance of the three algorithms iscompared, and a decision tree classification algorithm yielded the best performance across the test cases. Summary datafrom applying the algorithms to human data on the tasks is also presented and highlights potential challenges for futurework. However, this approach to tracking strategy exploration may enable further development of theories about howpeople search for good strategies.", "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/9pf4v1gv", "frozenauthors": [ { "first_name": "Jarrod", "middle_name": "", "last_name": "Moss", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Aaron", "middle_name": "", "last_name": "Wong", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Barnes", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Jaymes", "middle_name": "", "last_name": "Durriseau", "name_suffix": "", "institution": "Mississippi State University", "department": "" }, { "first_name": "Gary", "middle_name": "", "last_name": "Bradshaw", "name_suffix": "", "institution": "Mississippi State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29030/galley/18901/download/" } ] }, { "pk": 28729, "title": "Event cognition from the perspective of cognitive development", "subtitle": null, "abstract": "Event cognition is a rapidly developing and promising\nresearch area. Meanwhile, some domains are not considered in\ndetail in this scope. In particular, event cognition is not\nprecisely explored from the perspective of cognitive\ndevelopment. In this paper, we compare the capacity to cut a\nvisual narrative into events for kindergarten students, primary\nschool students, high school students and adults. “The pear\nfilm” by W. Chafe (1975) is used as the material for our\nexperiment. We also examine a correlation between event\ncomprehension and other cognitive skills for primary school\nstudents. Our work provides clear evidence that, in contrast\nwith high school students and adults, kindergarten students\nand primary school students perceive visual narrative on the\nsurface level.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Event cognition" }, { "word": "event model" }, { "word": "cognitive\ndevelopment" }, { "word": "primary school students" }, { "word": "narrative\ncomprehension." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7f2348jp", "frozenauthors": [ { "first_name": "Vladimir", "middle_name": "V.", "last_name": "Glebkin", "name_suffix": "", "institution": "Russian Presidential Academy of National Economy and Public Administration", "department": "" }, { "first_name": "Ekaterina", "middle_name": "O.", "last_name": "Olenina", "name_suffix": "", "institution": "School 1514", "department": "" }, { "first_name": "Nikita", "middle_name": "A.", "last_name": "Safronov", "name_suffix": "", "institution": "Moscow Region State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28729/galley/18600/download/" } ] }, { "pk": 28585, "title": "Event Participants and Verbal Semantics:\nNon-Discrete Structure in English, Spanish and Mandarin", "subtitle": null, "abstract": "Verbs are widely analyzed as functions taking a discrete\nnumber of arguments (e.g., drink has two arguments but give\nhas three). Recent studies, however, suggest that English verbs\nencode Instruments as more or less salient (e.g., the Instrument\nis more salient for slice, less salient for eat). We conducted a\njudgment task with adult speakers of Spanish and Mandarin\nand found that verbs in these languages also encode\nInstruments as having a relative degree of salience, inconsistent\nwith the discrete model of participant encoding.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "verbal semantics; argument structure;\nexperimental semantics; thematic roles; event representation" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3tf4x6jp", "frozenauthors": [ { "first_name": "Lilia", "middle_name": "", "last_name": "Rissman", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "Kyle", "middle_name": "", "last_name": "Rawlins", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Landau", "name_suffix": "", "institution": "Johns Hopkins University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28585/galley/18456/download/" } ] }, { "pk": 29296, "title": "Event Perception Differs Across Cultures", "subtitle": null, "abstract": "Event segmentation divides continuous experience into meaningful events and guides attention, memory, and learning.Culture could impact event segmentation by emphasizing the importance of different aspects of experiences (attentionalfocus), and by providing different exemplars of everyday activities (familiarity). In this study, Indian and US viewers iden-tified large (coarse) and small (fine) events in videos of everyday activities recorded in Indian and US settings. Analysesrevealed that US viewers segmented the activities at a higher rate than Indian viewers. In addition, while the boundariesidentified by US viewers were more strongly associated with visual change, boundaries identified by Indian viewers weremore strongly associated with changes in actions and goals. However, there was no evidence that familiarity with an activ-ity, as indicated by the match between a viewers culture and the activity setting, impacted segmentation. Culture appearsto affect how people define events during perception, independent of familiarity.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/74z6v8pc", "frozenauthors": [ { "first_name": "Khena", "middle_name": "", "last_name": "Swallow", "name_suffix": "", "institution": "Cornell University", "department": "" }, { "first_name": "Qi", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Cornell University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29296/galley/19167/download/" } ] }, { "pk": 28409, "title": "Everyday Activities", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "everyday activities; complex tasks; control of ac-tion sequences; action planning; demographic change" } ], "section": "Workshops", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1qc165pb", "frozenauthors": [ { "first_name": "Holger", "middle_name": "", "last_name": "Schultheis", "name_suffix": "", "institution": "University of Bremen", "department": "" }, { "first_name": "Richard", "middle_name": "P.", "last_name": "Cooper", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28409/galley/18280/download/" } ] }, { "pk": 29219, "title": "Evidence for a 30-million-word gap across language environments of children withcochlear implants", "subtitle": null, "abstract": "Hart and Risley (1995) found evidence of a 30-million-word gap by the age of three between children experiencing the mostand the least spoken input. In the present study, we investigated the magnitude of differences in amount of linguistic inputin environments of a clinical population: children with cochlear implants. We identified a 30 million word gap over threeyears between children who received the most and the least spoken language input in their home environments. Further,we identified a 22 million word gap in numbers of infant-directed spoken words experienced by children hearing the mostand the least input. Together, the results suggest that some children with cochlear implants may be doubly disadvantagedin acquiring spoken language, due to the degradation of the speech signal associated with electronic hearing, and due tothe dearth of quality linguistic input in sufficient quantity in their language environments.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fj2d09t", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Lehet", "name_suffix": "", "institution": "Michigan State University", "department": "" }, { "first_name": "Meisam", "middle_name": "K.", "last_name": "Arjmandi", "name_suffix": "", "institution": "Michigan State University", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Dilley", "name_suffix": "", "institution": "Michigan State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29219/galley/19090/download/" } ] }, { "pk": 29093, "title": "Evidence for constructive influences from simple evaluations", "subtitle": null, "abstract": "There have been several demonstrations of constructive influences from choice paradigms, for example, when a decisionmaker has to commit to one of the available options and abandon the rest. In such cases, an expectation of constructiveinfluences, whereby the preference for the chosen option increases, while the preference for the abandoned ones decreases,is perhaps reasonable (e.g., as a way to reduce cognitive dissonance). However, this reasoning is harder to translateto situations such that there is a simple evaluation. We employ an organizational questionnaire to show that a simpleevaluation of an earlier statement can lead to systematic influences on a later one. Our results generalize our understandingfor when constructive influences may occur. We outline a technical framework for predicting this bias (which we labelevaluation bias), based on quantum theory. Quantum theory is an appropriate framework for modelling constructiveinfluences, because the theory involves a fundamental process of state change when a measurement (evaluation) is made.", "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/12j14158", "frozenauthors": [ { "first_name": "Lee", "middle_name": "", "last_name": "White", "name_suffix": "", "institution": "City University of London", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Pothos", "name_suffix": "", "institution": "City University of London", "department": "" }, { "first_name": "Michael", "middle_name": "", "last_name": "Jarrett", "name_suffix": "", "institution": "INSEAD, Singapore", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29093/galley/18964/download/" } ] }, { "pk": 28886, "title": "Evidence for effort prediction in perceptual decisions", "subtitle": null, "abstract": "The classic drift diffusion model of the 2AFC choice processassumes that observers select evidence accumulation thresh-olds to optimize some desired level of accuracy across the ex-periment. We argue that it is more ecologically natural to as-sume that decision-makers set this threshold adaptively, usinginformation from recent trials to adjust it for upcoming ones.To test this hypothesis, we designed and conducted a pair ofrandom dot motion discrimination experiment where the co-herence parameter that controls task difficulty varies across tri-als in a predictable manner. To analyze data from these exper-iments, we also designed a hierarchical drift diffusion modelthat allows decision-makers to adapt their evidence thresholdbased on the trend of difficulty of previous trials. Our resultssuggest that observers rationally integrate cross-trial informa-tion about trial difficulty into perceptual decision-making byadjusting their internal evidence thresholds. We briefly discussthe implications of the existence of such trial-level effort infer-ence on contemporary models of the choice process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "drift diffusion model; ideal observer model;Bayesian modelling; cognitive effort; rational inference" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/07r519zt", "frozenauthors": [ { "first_name": "Nisheeth", "middle_name": "", "last_name": "Srivastava", "name_suffix": "", "institution": "IIT Kanpur", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28886/galley/18757/download/" } ] }, { "pk": 28489, "title": "Evidence of error-driven cross-situational word learning", "subtitle": null, "abstract": "One powerful way children can learn word meanings is viacross-situational learning, the ability to discern consistentword-referent mappings from a series of ambiguous scenes andutterances. Various computational accounts of word learninghave been proposed, with mechanisms ranging from storingand testing a single hypothesized referent for each word, totracking multiple graded associations and selectively strength-ening some of them. Nearly all word learning models as-sume storage of some feasible word-referent mappings fromeach situation, resulting in a degree of learning proportionalto the number of co-occurrences. While these accumulativemodels would generally predict that incorrect co-occurrenceswould slow learning, recent empirical work suggests these ac-counts are incomplete: paradoxically, giving learners incorrectmappings early in training was found to boost performance(Fitneva & Christiansen, 2015). We test this finding’s general-ity in a new experiment with more items, consider system- anditem-level explanations, and find that a model with error-drivenlearning best accounts for this benefit of initially-inaccuratepairings.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cross-situational word learning; error-driven asso-ciative learning model; word learning;" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7433c1bp", "frozenauthors": [ { "first_name": "Chris", "middle_name": "", "last_name": "Grimmick", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Todd", "middle_name": "", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28489/galley/18360/download/" } ] }, { "pk": 28440, "title": "Evolution and efficiency in color naming: The case of Nafaanra", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language evolution; color naming; efficientcommunication; information theory" } ], "section": "Publication-based Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1q01093g", "frozenauthors": [ { "first_name": "Noga", "middle_name": "", "last_name": "Zaslavsky", "name_suffix": "", "institution": "Hebrew University", "department": "" }, { "first_name": "Karee", "middle_name": "", "last_name": "Garvin", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Naftali", "middle_name": "", "last_name": "Tishby", "name_suffix": "", "institution": "Hebrew University", "department": "" }, { "first_name": "Terry", "middle_name": "", "last_name": "Regier", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28440/galley/18311/download/" } ] }, { "pk": 29190, "title": "Examining Prefrontal Cortex Contributions to Creative Problem Solving WithNoninvasive Electric Brain Stimulation", "subtitle": null, "abstract": "Cognitive neuroscience studies of creativity typically employ divergent thinking tasks that prioritize bottom-up processesto generate novel responses. However, real-world creative problem solving is guided by top-down thinking that puts anemphasis on the goal to be achieved. Here, we introduce the Alternative Objects Task (AOT)a novel task that incorpo-rates both bottom-up and down-down thought during problem solving. Guided by functional neuroimaging findings, weemployed transcranial direct current stimulation (tDCS) over frontopolar cortex to investigate causally the impact of tran-sient changes in activity in this region for problem solving performance on the AOT. Participants were presented with aseries of goals and generated either a common or an uncommon object that could satisfy each, while undergoing eitherexcitatory (anodal) or sham tDCS. Analyses of accuracy, reaction times, and semantic distance highlight the importanceof goal-orientation during creative problem solving and its reliance on prefrontal cortex.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05c6p92t", "frozenauthors": [ { "first_name": "Kent", "middle_name": "", "last_name": "Hubert", "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": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29190/galley/19061/download/" } ] }, { "pk": 28995, "title": "Examining the association between elementary students lexcio-syntactic writingfeatures and cognitive-motivational profiles using Natural Language Processing", "subtitle": null, "abstract": "Natural language processing (NLP) provides an innovative avenue to understand and explore human language content,yet minimal research has utilized it to classify students literacy, cognition, or motivation. This study investigated theassociation between grade 4-6 students (n = 143) writing and their cognitive-motivational profiles (CMPs) based on theirself-regulated learning, locus of control, writing self-efficacy, and goal-orientation. LPA (Mplus 7.4) results indicated atwo-class CMP solution with predominantly positive or negative CMPs. Using NLP, 404 lexico-syntactic writing featureswere extracted from students writing. Random forest with 10-fold cross-validation was implemented in Weka 3.8 (withSMOTE to equate class instances) to accurately (93%) classify students CMPs (class 1 True Positive Rate (TPR) = .942;class 2 TPR = .925) based on the NLP-processed lexico-syntactic writing features. These results highlight the potentialfor machine learning to analyze students writing and accurately classify learner profiles to provide formative feedback andcustomized interventions.", "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/1h55f9bk", "frozenauthors": [ { "first_name": "Melissa", "middle_name": "", "last_name": "Hunte", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Christine", "middle_name": "", "last_name": "Barron", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Jeanne", "middle_name": "", "last_name": "Sinclair", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Hyunah", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Samantha", "middle_name": "McCormick", "last_name": "McCormick", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Megan", "middle_name": "Vincett", "last_name": "Vincett", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Eunhee", "middle_name": "Eunice", "last_name": "Jang", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28995/galley/18866/download/" } ] }, { "pk": 28594, "title": "Examining the multimodal effects of parent speech in parent-infant interactions", "subtitle": null, "abstract": "Parental input in the form of visual joint attention is\nhypothesized to serve a critical role in the development of\ninfant attention, acting as a training ground by scaffolding an\ninfant’s ability to sustain visual attention in real-time. We\nextended this hypothesis by studying the effects of parent\nspeech on infant visual and manual attention. Thirty-four\ntoddlers and their parents participated in a free-play study\nwhile wearing head-mounted eye trackers. Infant multimodal\nbehaviors were measured in four ways: visual attention,\nmanual action, hand-eye coordination, and joint visual\nattention with their parent. Overall, we found that longer\ndurations of attention were accompanied by parent speech.\nMoreover, sustained attention, defined as behaviors lasting 3s\nor more, almost always occurred with parent speech. Individual\ndifferences in parent-infant coordination were also explored.\nThese results suggest that parent-infant interactions create\nmultimodal opportunities for infants to practice sustaining\nattention.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "attention" }, { "word": "Children" }, { "word": "Cognitive Development" }, { "word": "eye-\ntracking" }, { "word": "interactive behavior" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5fr7703m", "frozenauthors": [ { "first_name": "Sara", "middle_name": "E.", "last_name": "Schroer", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Linda", "middle_name": "B.", "last_name": "Smith", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Chen", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28594/galley/18465/download/" } ] }, { "pk": 28668, "title": "Executive Functions in Aging: An Experimental and Computational Study of theWisconsin Card Sorting Task", "subtitle": null, "abstract": "In this paper we explore the effect of normal aging on executive function and present a computational account of the effectof aging in a standard executive task. We tested 25 younger adults and 25 older adults (both with no known neurologicalcondition) on the Wisconsin Card Sorting Task (WCST), a classic test of executive function. The test produces multiplemeasures related to the types of error made by participants, the rate of learning, and so on. As hypothesised, results showno difference between the groups in the number of perseverative errors (i.e., in continuing with a previously successful rulein the presence of negative feedback), but a significantly increased tendency for older adults relative to younger adults tocommit set loss errors (i.e., to switch away from a rule despite positive feedback). We fit an existing neurocomputationalmodel of the task to the experimental data by searching through the models parameter space in order to find the best set ofparameter values for the two different age groups. This leads to a proposition regarding the effect of aging on the value ofthe epsilon ctx parameter, which we argue elsewhere reflects cortical dopamine concentration. We further reanalyse thedata by clustering participants by performance (rather than by age) and show that there are multiple points in parameterspace that fit each cluster of participants. We argue on the basis of this and the behavioural data, that different parametervalues reflect different solutions to optimizing task performance, and that older participants may compensate for changesin epsilon ctx (reflecting dopamine concentration) by effortful changes in other parameters (specifically, by increasingattentional focus).", "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/3qx7174n", "frozenauthors": [ { "first_name": "Andrea", "middle_name": "", "last_name": "Caso", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Richard", "middle_name": "", "last_name": "Cooper", "name_suffix": "", "institution": "University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28668/galley/18539/download/" } ] }, { "pk": 28976, "title": "Exergame Training of Executive Function in Preschool Children: Generalizabilityand Long-term Effects", "subtitle": null, "abstract": "Studies with older children and adults have found that physically engaging video games (i.e., Exergames) that promoteboth cognitive control and physical activity improve executive function (EF) skills; yet, children below school age remainunderstudied with regard to the impact of Exergames on EF. Additionally, research on the extent of the impact of Ex-ergames resulting in prolonged changes, and whether training generalizes to EF-related behaviors in a real-world contextremains scarce. This study examined the short- and long-term changes in EF of 4- to 5-year-olds after participation in two20-minute Exergame sessions. Results indicate that Exergame training improved performance on EF tasks and resultedin higher teacher ratings of EF in the classroom compared to a sex-/classroom-/age-matched control group. The improve-ments in EF persisted over a one-month period. This study provides novel insights into the short-term and long-termeffects of Exergame training on executive function in preschool-aged children.", "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/3dn4j7td", "frozenauthors": [ { "first_name": "Cassondra", "middle_name": "", "last_name": "Eng", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Melissa", "middle_name": "", "last_name": "Pocsai", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Dominic", "middle_name": "", "last_name": "Calkosz", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Nathan", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Erik", "middle_name": "", "last_name": "Thiessen", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Fisher", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28976/galley/18847/download/" } ] }, { "pk": 29164, "title": "Experimental conditions affect how social cues guide the regularisation ofunpredictable variation", "subtitle": null, "abstract": "Unpredictable variation is widely used to investigate how cognitive and communicative biases impact on language evo-lution and change. Learning, interactive and cultural biases all contribute to universal linguistic patterns. We exploredthe effects of social cues using a miniature artificial language exhibiting unpredictable lexical variation distributed eitherwithin or between multiple speakers. We compared the effects of testing modality (spoken vs. forced-choice), experimen-tal population (students vs. online workers) and setting (laboratory vs. online). Learners were sensitive to social cues,but reliable differences only emerged in the laboratory. In an online setting, students were much more likely to regulariseacross conditions. In addition, task difficulty increased rates of regularisation but only online. Online workers showedhigh levels of regularisation throughout. Our experiments suggest that the conditions in which learning and recall takeplace have a large impact on the biases which shape language and our ability to measure them.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3pv6r84h", "frozenauthors": [ { "first_name": "Olga", "middle_name": "", "last_name": "Feher", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Simon", "middle_name": "", "last_name": "Kirby", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29164/galley/19035/download/" } ] }, { "pk": 28980, "title": "Experimental Investigation on Top-down and Bottom-up Processing inComprehension of Graphs to Justify Decisions", "subtitle": null, "abstract": "Authors (2017) examined decision-making processes together with graph comprehension and in particular the influenceof bottom-up and top-down processing on them. Using an altered procedure, this study examined bottom-up and top-down processing relative to graph comprehension where a decision is made first, followed by graph comprehension. Wecompared the results of the two studies. Some of the results observed in the previous study were not observed in thisstudy, suggesting that the influence of impressions provisionally formed on graph comprehension was mitigated to justifythe declared decision in advance. Attitude s that individuals have in a daily life were observed to have an influence in thedecision in both the previous and current studies, showing that it strongly influences decision making regardless of thedegree to which the graph is comprehended.", "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/3rx1v0mq", "frozenauthors": [ { "first_name": "Misa", "middle_name": "", "last_name": "Fukuoka", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Kazuhisa", "middle_name": "", "last_name": "Miwa", "name_suffix": "", "institution": "Nagoya University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28980/galley/18851/download/" } ] }, { "pk": 29177, "title": "Experimental Study on the Decision Making process in a Centipede Game", "subtitle": null, "abstract": "The studys objective was to measure the somatic state response (skin conductance and heart rate) and understand thedecision making processes in a two-player Centipede game, an extensive form game, with a modified payoff. The experi-ment included fixed and random termination for analyzing the effect of players mutual trust on risk-taking behavior. Thebehavioral results reveal that trust controls the game rounds (that is, the number of pass decisions) in known or randomtermination game conditions, though the exit points were higher in the former compared to the latter condition. Higherskin conductance and heart rate during the game-play is noticed as compared to the baseline data showing anxiety duringthe gameplay and interestingly opponents action induced higher skin conductance amplitude than during self-play for thesame decision. The data provides strong preliminary evidence of trust influencing cooperative gameplay.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0v69v2g0", "frozenauthors": [ { "first_name": "Dhriti", "middle_name": "", "last_name": "Goyal", "name_suffix": "", "institution": "International Institute of Infromation Technology", "department": "" }, { "first_name": "Dhiraj", "middle_name": "", "last_name": "Jagadale", "name_suffix": "", "institution": "International Institute of Infromation Technology", "department": "" }, { "first_name": "Kavita", "middle_name": "", "last_name": "Vemuri", "name_suffix": "", "institution": "International Institute of Infromation Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29177/galley/19048/download/" } ] }, { "pk": 29015, "title": "Expertise and Anchoring Bias in Medical Decision Making", "subtitle": null, "abstract": "Anchoring bias describes the tendency to base an estimate around a previously given value, the anchor. Herein, a cohortof 124 medical providers and trainees, from medical students to practicing physicians, were shown to display anchoringbias when faced with medical scenarios including an anchoring value in the form of a prior assessment. Anchoringbias did not vary significantly with participants level of training although tolerance to risk did. However, they showedincreased reliance on the anchor when its source had greater expertise. Analyses showed no correlation between anchoringsusceptibility and participants preference for Rationality or Intuition as measured by the Decision Styles Scale. The resultssuggest that medical decisions can be vulnerable to anchoring effects, particularly when the anchor is sourced from anauthoritative source. Given that authoritative sources should be more knowledgeable, this is reasonable, but will hold trueregardless of the accuracy of the anchoring value.", "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/70m5x6n0", "frozenauthors": [ { "first_name": "Aron", "middle_name": "", "last_name": "Liaw", "name_suffix": "", "institution": "University of California, San Francisco", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Welsh", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Hillary", "middle_name": "", "last_name": "Copp", "name_suffix": "", "institution": "University of California, San Francisco", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Breyer", "name_suffix": "", "institution": "University of California, San Francisco", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29015/galley/18886/download/" } ] }, { "pk": 28629, "title": "Explaining intuitive difficulty judgments by modeling physical effort and risk", "subtitle": null, "abstract": "The ability to estimate task difficulty is critical for many real-world decisions such as setting appropriate goals for ourselvesor appreciating others’ accomplishments. Here we give a computational account of how humans judge the difficultyof a range of physical construction tasks (e.g., moving 10 loose blocks from their initial configuration to their targetconfiguration, such as a vertical tower) by quantifying two key factors that influence construction difficulty: physical effortand physical risk. Physical effort captures the minimal work needed to transport all objects to their final positions, and iscomputed using a hybrid task-and-motion planner. Physical risk corresponds to stability of the structure, and is computedusing noisy physics simulations to capture the costs for precision (e.g., attention, coordination, fine motor movements)required for success. We show that the full effort-risk model captures human estimates of difficulty and construction timebetter than either component alone. Preprint link https://arxiv.org/abs/1905.04445.", "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/0hr316x2", "frozenauthors": [ { "first_name": "Ilker", "middle_name": "", "last_name": "Yildirim", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Basil", "middle_name": "", "last_name": "Saeed", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Grace", "middle_name": "", "last_name": "Bennett-Pierre", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Hyowon", "middle_name": "", "last_name": "Gweon", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28629/galley/18500/download/" } ] }, { "pk": 29184, "title": "Explaining without Information: The Role of Label Entrenchment", "subtitle": null, "abstract": "In categorical explanation a category label is used to explain an associated property. We show that label entrenchment,whether a label is commonly used by ones community, affects the judged quality of a categorical explanation whetherthe explanation offers substantive information or not. In Experiments 1 and 2, explanations using unentrenched labels arerated as less comprehensive and less natural independent of causal or featural information, even when the label is merely aname for the explanandum. Experiments 3 and 4 replicate the effect with unentrenched labels coined by groups of expertdiscoverers and rule out explanations like familiarity and communicative principles. Most participants in Experiments3 and 4 could not report the impact of entrenchment on their judgments. We argue that reliance on entrenchment arosebecause the community often has useful information. Common use of labels as conduits for this knowledge inducesreliance on community cues even when uninformative.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8wm329ks", "frozenauthors": [ { "first_name": "Babak", "middle_name": "", "last_name": "Hemmatian", "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": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29184/galley/19055/download/" } ] }, { "pk": 28903, "title": "Explanation Versus Prediction: Statistical Differences in Detecting Fraudulent\nEvents Do Not Necessarily Have Predictive Power", "subtitle": null, "abstract": "A large body of research in the cognitive sciences relies on\nexamining statistical differences. While the approach of\nexamining differences can aid in explaining behavior, it does\nnot necessarily mean that these differences have predictive\npower. Yet, understanding behavior both involves explaining\nand predicting behavior. As a point in case, the current study\nused a naturalistic email dataset to examine statistical\ndifferences and predictive power in fraudulent activities.\nDifferences between 1st and 3rd person pronoun use in liars and\npeople telling the truth are widely reported in the literature. The\ncurrent study aimed to test for the effect of fraudulent events\non pronoun use in emails using the Enron corpus and\nadditionally applied a machine learning approach to estimate\nwhether pronoun use predicts fraud. While the ratio between\n1st and 3rd person pronoun use was related to fraud, this\nconstruct did not have predictive power. The current study\nhighlights an important conclusion for the cognitive sciences:\nThe importance of not only testing for differences, but of also\napplying predictive models. In this way it can be determined\nwhether effects of a construct on an outcome can also predict\nthe outcome.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "corpus linguistics; machine learning; deception;\npronouns" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1xm754bd", "frozenauthors": [ { "first_name": "Angelica", "middle_name": "M.", "last_name": "Tinga", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Welmoed", "middle_name": "", "last_name": "Kuperus", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Maira", "middle_name": "B.", "last_name": "Carvalho", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Max", "middle_name": "M.", "last_name": "Louwerse", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28903/galley/18774/download/" } ] }, { "pk": 28561, "title": "Explanatory Considerations Guide Pursuit", "subtitle": null, "abstract": "Evidence is typically consistent with more than one hypothesis.How do we decide which hypothesis to pursue (e.g., to subjectto further consideration and testing)? Research has shown thatexplanatory considerations play an important role in learningand inference: we tend to seek and favor hypotheses thatoffer good explanations for the evidence we invoke them toexplain. Here we report three studies testing the proposal thatexplanatory considerations similarly inform decisions concern-ing pursuit. We find that ratings of explanatory goodness predictpursuit (though to a lesser extent than they predict belief), andthat these effects hold after adjusting for subjective probability.These findings contribute to a growing body of work suggestingan important role for explanatory considerations in shapinginquiry.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; pursuit; abduction; active learning" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5sf191t1", "frozenauthors": [ { "first_name": "Patricia", "middle_name": "", "last_name": "Mirabile", "name_suffix": "", "institution": "Sorbonne Universit ́e", "department": "" }, { "first_name": "Tania", "middle_name": "", "last_name": "Lombrozo", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28561/galley/18432/download/" } ] }, { "pk": 28814, "title": "Explanatory Virtues and Belief in Conspiracy Theories", "subtitle": null, "abstract": "Conspiracy theories are “alternative” explanations ofwell-understood events or phenomena. What makes themattractive explanations to so many people? We investigatewhether people ascribe characteristics typical of goodexplanations to conspiracy theories and whether they areperceived as more appealing explanations when they arearticulated as a refutation of the official version of events. Intwo experiments, participants read explanations of fourconspiracy theories and rated them along six dimensions ofexplanatory quality. We find that some explanatory virtues areascribed to conspiracy theories even by people who do notbelieve the conspiracy. Contrary to our predictions, we alsofind that framing a conspiracy as a refutation did not generallyelicit higher ascriptions of explanatory virtues. These resultssuggest that explanatory considerations may play a morecentral role in conspiracist beliefs than was previously thought.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Explanation; conspiracy theories; open science" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/22d0g2ch", "frozenauthors": [ { "first_name": "Patricia", "middle_name": "", "last_name": "Mirabile", "name_suffix": "", "institution": "Sorbonne Universite", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28814/galley/18685/download/" } ] }, { "pk": 29109, "title": "Explicit cues lead to reward-related enhancements in motor skill performance", "subtitle": null, "abstract": "A large body of evidence suggests that motor sequencing skills can be trained either implicitly or explicitly. That is,participants can learn implicitly outside of conscious awareness or they can be explicitly told and/or cued to existenceof repeating sequences. Although explicit learning often coincides with faster skill acquisition, the role of consciousawareness in skill learning is still debated. Some recent work has suggested that the benefits seen from explicit learningare not due to added conscious knowledge per se, but rather an increase in intrinsic motivation. Here we show that althoughperformance-contingent monetary incentives lead to improved performance in all subjects, this effect is larger for explicitlytrained subjects. This suggests that intrinsic motivation alone cannot explain the superior performance in explicitly trainedtasks and that explicit knowledge can confer an additional benefit in that it can allow individuals to better contextuallymodulate their behavior.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58f5h2sg", "frozenauthors": [ { "first_name": "Sean", "middle_name": "", "last_name": "Anderson", "name_suffix": "", "institution": "University of Michigan", "department": "" }, { "first_name": "Taraz", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of Michigan", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29109/galley/18980/download/" } ] }, { "pk": 28780, "title": "Exploration and Exploitation Reflect System-Switching in Learning", "subtitle": null, "abstract": "Mounting evidence suggests that human category learning is\nachieved by multiple qualitatively distinct biological and\npsychological systems. In an information-integration (II)\ncategorization task, optimal performance requires switching\naway from rule and adopting a procedural response strategy.\nHowever, many participants perseverate with rules. This article\nattempts at understanding the difference between optimal and\nsuboptimal participants in II categorization. To this end, we\ncollected data in the Iowa Gambling Task (IGT) and an II\ncategorization task. Performance in the IGT was used to\nestimate each participant’s sensitivity to reward, punishment,\nand propensity to explore. The results show that optimal\nparticipants in the II task explored more in the IGT than\nsuboptimal participants. However, optimal participants in the\nII task did not show higher sensitivity to punishment or lower\nsensitivity to reward. We conclude by discussing the\nimplications of these findings on system-switching and\ntheoretical work on multiple-systems model of perceptual\ncategory learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "perceptual categorization; decision-making; dual\nsystems; exploration-exploitation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/48f7b4wd", "frozenauthors": [ { "first_name": "Li", "middle_name": "Xin", "last_name": "Lim", "name_suffix": "", "institution": "Perdue University", "department": "" }, { "first_name": "Sebastien", "middle_name": "", "last_name": "Hélie", "name_suffix": "", "institution": "Perdue University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28780/galley/18651/download/" } ] }, { "pk": 29139, "title": "Exploring Aha! moments during science learning", "subtitle": null, "abstract": "The Aha! experience has mainly been studied in the context of insightful problem solving, but less work has investigatedAha! experiences that can occur during learning. In these studies, participants were asked to self-report Aha! momentswhen learning about principles in Biology, such as symbiosis or mimicry, from sets of three divergent examples. In theproblem-oriented condition, participants saw the examples and were asked to generate their common principle. In thedirect instruction condition, participants were told the principle directly. Participants were significantly more likely toreport Aha! moments in the problem-oriented condition. Although having an Aha! experience did not always lead tobetter learning, the likelihood of having an Aha! moment was positively correlated with several student characteristics,particularly in the problem-oriented condition. These studies offer another perspective on the potential benefits of learningfrom invention activities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/50j5d3tp", "frozenauthors": [ { "first_name": "Christine", "middle_name": "", "last_name": "Chesebrough", "name_suffix": "", "institution": "Drexel University", "department": "" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Wiley", "name_suffix": "", "institution": "University of Illinois Chicago", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29139/galley/19010/download/" } ] }, { "pk": 29181, "title": "Exploring cognitive states through real-time classification and sonification of braindata", "subtitle": null, "abstract": "With the recent advances in EEG technology and the popularization of low-cost mobile EEG devices, brain-computerinterface (BCI) systems and neurofeedback tools have become more accessible. Real-time EEG signal processing isincreasingly popular in the context of digital arts projects powered by a neuroaesthetic approach. CoCo Brain Channelis one such project : designed to use real-time processing of EEG signal in order to generate a musical environment, itprovides the user with a means to hear and control his own brain activity. This is achieved by hooking-up a commercialmobile EEG device to a music generation algorithm built in PureData. The generative algorithm uses features fromEEG signals to modulate harmonic and rhythmic structures of multiple oscillators. The result is a continuous musicalsoundscape reflecting the evolution of EEG signals. Improvements and possible applications for basic research will bediscussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0r9981gh", "frozenauthors": [ { "first_name": "Yann", "middle_name": "", "last_name": "Harel", "name_suffix": "", "institution": "Universit de Montral", "department": "" }, { "first_name": "Antoine", "middle_name": "", "last_name": "Bellemare", "name_suffix": "", "institution": "Concordia University", "department": "" }, { "first_name": "Arthur", "middle_name": "", "last_name": "Dehgan", "name_suffix": "", "institution": "Universit de Montral", "department": "" }, { "first_name": "Anne-Lise", "middle_name": "", "last_name": "Saive", "name_suffix": "", "institution": "Universit de Montral", "department": "" }, { "first_name": "Karim", "middle_name": "", "last_name": "Jerbi", "name_suffix": "", "institution": "Universit de Montral", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29181/galley/19052/download/" } ] }, { "pk": 29101, "title": "Exploring How People Use Star Rating Distributions", "subtitle": null, "abstract": "When purchasing products online, often two products may have similar mean ratings and numbers of reviews, but suchapparent similarities may hide important differences. Sometimes, the distribution of star ratings is also available to decisionmakers in addition to these two attributes. Will the decision still be as undifferentiated as before or will the distributionsof stars engender a preference towards one of the products? To answer this question, the current study manipulated thedisplayed variability of ratings for choices with the same average rating. The behavioral studies showed that participantsexhibited distinctive choice patterns when the distribution of ratings was provided even when the average rating andtotal number of reviews were the same between two compared products. A utility-based cognitive model was thereforedeveloped to identify the underlying mechanism as to why people chose the way they did.", "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/3xg2j794", "frozenauthors": [ { "first_name": "Jingqi", "middle_name": "", "last_name": "Yu", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29101/galley/18972/download/" } ] }, { "pk": 28752, "title": "Exploring informal science interventions to promote children’s understanding ofnatural categories", "subtitle": null, "abstract": "Categories carve up the world in a structured way, allowingpeople to inductively reason about the properties of novel ex-emplars. Children are still in the process of learning categorystructure, and often fail to leverage the inductive power of theserepresentations to their advantage. For example, young chil-dren generally fail to recognize the value of sampling diverseexemplars to support category-wide generalization. This studyinvestigates whether teaching children the structure within anatural category increases diversity-based inductive reasoning.In an informal science learning environment, we presented 259children aged 5 to 8 years with exemplars of the three maintypes of birds: raptors, songbirds, and waterbirds. After a shortdialogue pointing out the various within-type similarities andbetween-type differences, children’s diversity-based inductivereasoning did not significantly improve, despite them evidenc-ing a better understanding of the category’s structure. Instead,children tended to avoid sampling waterbirds, the least typicalcluster of birds. These patterns suggest that children’s neglectof sample diversity is unlikely to be solely due to their relativeignorance of category structure.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category induction; diversity-based reasoning;category learning; conceptual development" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2065s9dg", "frozenauthors": [ { "first_name": "George", "middle_name": "", "last_name": "Kachergis", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Todd", "middle_name": "M.", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Marjorie", "middle_name": "", "last_name": "Rhodes", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28752/galley/18623/download/" } ] }, { "pk": 29008, "title": "Exploring Monaural Auditory Displays that Convey Positional Information toUsers", "subtitle": null, "abstract": "The purpose of this study is to confirm whether monaural auditory displays that indicate leftward and rightward directionsto users can be used together with speech sounds in order to convey positional information to users. We conducted twoexperiments; experiment 1 was for investigating how a speech sound followed by auditory displays can convey threepositions, right, center, and left, to participants, and experiment 2 was for exploring the effects of the durations of theseauditory displays on how users interpreted these pieces of positional information. As a result of experiment 1, a speechsound followed by monaural auditory displays with durations of 0.25, 0.50, and 0.75 sec succeeded in conveying the threepieces of positional information to users. As a result of experiment 2, the speech sound followed by monaural auditorydisplays with durations of 0.25, 0.50, 0.75 or 1.00 sec was interpreted by users correctly.", "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/0p5605pj", "frozenauthors": [ { "first_name": "Takanori", "middle_name": "", "last_name": "Komatsu", "name_suffix": "", "institution": "Meiji University", "department": "" }, { "first_name": "Masahiro", "middle_name": "", "last_name": "Yamada", "name_suffix": "", "institution": "Meiji University", "department": "" }, { "first_name": "Seiji", "middle_name": "", "last_name": "Yamada", "name_suffix": "", "institution": "National Institute of Informatics", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29008/galley/18879/download/" } ] }, { "pk": 28807, "title": "Exploring the Early Childhood Executive Function and Language Relationship: APreliminary Analysis", "subtitle": null, "abstract": "Recent studies demonstrate strong, concurrent relationships between language and EF, particularly during early childhood.However, the literature remains controversial with respect to this relationship. Whereas some studies cite a bidirectionalrelationship, others suggest that EF is predictive of language gains, while others suggest that it is language which affectsEF through conversational practice. Further controversy remains in the literature regarding which components of EF areengaged in the processes. The bidirectionality of current research in this area suggests that perhaps EF and languageare best fitted by a curvilinear relationship. This is compounded by the fact that a large number of these studies haveemployed linear statistical analyses to examine the relationship of the two constructs. Thus, in order to further specifythe relationship between EF and language development, we examined monolingual and bilingual infants and toddlers todetermine the utility of a curvilinear model to assess the EF and language relationship, what aspect of language inhibitorycontrol most correlates to EF, and whether there is a monolingual/bilingual difference. Results indicate that the EF andlanguage early childhood relationship is best fitted by a curvilinear model.", "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/6m26x5b0", "frozenauthors": [ { "first_name": "Kaitlyn", "middle_name": "", "last_name": "May", "name_suffix": "", "institution": "University of Alabama, Tuscaloosa", "department": "" }, { "first_name": "Ursula", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "University of Texas Health Science Center", "department": "" }, { "first_name": "Janelle", "middle_name": "", "last_name": "Montroy", "name_suffix": "", "institution": "University of Texas Health Science Center", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28807/galley/18678/download/" } ] }, { "pk": 29306, "title": "Exploring the linguistic landscape: How individual differences among bilingualadults modulate eye movements when viewing multilingual artificial signs", "subtitle": null, "abstract": "Eye movement research reveals how people allocate visual attention when reading, scanning the environment around them(Rayner, 2012). These cognitive processes come together when people view what sociolinguists refer to as, the linguisticlandscape, consisting of signage in the public space. Linguistic landscapes around the world are jointly determined by top-down socio-legal provisions, and bottom-up capacities and attitudes of individual people (Leimgruber, Vingron, & Titone,2019). In a preliminary study, we found that bilinguals differed in how they viewed naturally occurring linguistic landscapeimages (Vingron et al., 2018). We are currently analyzing data from a follow-up study that investigated whether individualdifferences in language experience among bilinguals modulate their eye movements to artificial linguistic landscape imagesthat systematically manipulate text language, position, and size, while controlling for linguistic content.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0sx712sm", "frozenauthors": [ { "first_name": "Naomi", "middle_name": "", "last_name": "Vingron", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Jason", "middle_name": "", "last_name": "Gullifer", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Debra", "middle_name": "", "last_name": "Titone", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29306/galley/19177/download/" } ] }, { "pk": 28772, "title": "Exploring the Representation of Linear Functions", "subtitle": null, "abstract": "Function learning research has highlighted the importance ofhuman inductive biases that facilitate long-range extrapola-tions. However, most previous research is focused on aggre-gate errors or single-criterion extrapolations. Thus, little isknown about the underlying psychological space in which con-tinuous relationships are represented. We ask whether peoplecan learn the distributional properties of new classes of rela-tionships, using Markov Chain Monte Carlo with People, andfind that (1) people are able to track not just the expected pa-rameters of a linear function, but information about the vari-ability of functions in a specific context and (2) in many casesthese spaces over parameters exhibit multiple modes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Generalization" }, { "word": "Function learning" }, { "word": "Representation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ts2b90h", "frozenauthors": [ { "first_name": "Pablo", "middle_name": "", "last_name": "Le ́on-Villagr ́a", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Verena", "middle_name": "S.", "last_name": "Klar", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Adam", "middle_name": "N.", "last_name": "Sanborn2", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Christopher", "middle_name": "G.", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28772/galley/18643/download/" } ] }, { "pk": 28960, "title": "Exploring the Role of Social Priming in Alcohol Attentional Bias", "subtitle": null, "abstract": "Recent studies have linked the Stroop Effect with social priming, suggesting that social concept priming tends to triggerautomatic behaviour aligned with the primed concept (Augustinova & Ferrand, 2014; Goldfarb, Aisenberg, & Henik,2011). This study attempts to test the efficacy of social priming on alcohol attentional bias, integrating a social priminginterference task into an alcohol-Stroop test to measure Stroop interference before and after participants have been sociallyprimed. Results show no significant interaction between stimulus category (alcohol and neutral), experiment block, andsocial priming condition (alcohol addiction, alcohol preoccupation and control) to indicate that social priming had trig-gered expedited, automatic behaviour. Our results do show a significant interaction between experiment block and socialpriming condition (F(6, 426) = 2.166, p = .045), suggesting the alcohol social priming tasks may have induced a greatergeneral interference for participants in those conditions, than for participants receiving the neutral interference task.", "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/37b32044", "frozenauthors": [ { "first_name": "Stephen", "middle_name": "", "last_name": "Cantarutti", "name_suffix": "", "institution": "City University of London", "department": "" }, { "first_name": "Emmanuel", "middle_name": "", "last_name": "Pothos", "name_suffix": "", "institution": "City University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28960/galley/18831/download/" } ] }, { "pk": 29302, "title": "Exploring the role of visuospatial processes in surgical skill acquisition: Alongitudinal study", "subtitle": null, "abstract": "Surgical error is the most frequent and costly type of medical error, posing a direct threat to patient safety. Surgical errorshave been described as a ’cognitive phenomenon’, as it is largely the shortcomings of the surgeons cognitive processingthat leads to error. In laparoscopic surgery, visuospatial processes are known to be crucial for skill acquisition, although itremains unclear as to which exact processes are important, how these develop over time and intraoperatively, and how theyinfluence competency development. We will report interim spatial cognitive baseline results of 35 surgeons, 17 residentsand 18 specialists, taking part in an on-going longitudinal study at two major hospitals in Germany. Our results offernew insight into the role of visuospatial cognition in domain-specific expertise, and shed new light on the malleability ofvisuospatial processes in the skill acquisition process.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6t68k0cr", "frozenauthors": [ { "first_name": "Tina", "middle_name": "", "last_name": "Vajsbaher", "name_suffix": "", "institution": "University of Bremen", "department": "" }, { "first_name": "Holger", "middle_name": "", "last_name": "Schultheis", "name_suffix": "", "institution": "University of Bremen", "department": "" }, { "first_name": "Verena", "middle_name": "", "last_name": "Uslar", "name_suffix": "", "institution": "University of Oldenburg", "department": "" }, { "first_name": "Dirk", "middle_name": "", "last_name": "Weyhe", "name_suffix": "", "institution": "Pius-Hospital Oldenburg", "department": "" }, { "first_name": "Hseyin", "middle_name": "", "last_name": "Bektas", "name_suffix": "", "institution": "Klinikum Bremen-Mitte", "department": "" }, { "first_name": "Nader", "middle_name": "", "last_name": "Francis", "name_suffix": "", "institution": "Yeovil District Hospital", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29302/galley/19173/download/" } ] }, { "pk": 28583, "title": "Exploring the role that encoding and retrieval play in sampling effects", "subtitle": null, "abstract": "A growing body of literature suggests that making differentsampling assumptions about how data are generated can leadto qualitatively different patterns of inference based on thatdata. However, relatively little is known about how samplingassumptions are represented or when they are incorporated.We report the results of a single category generalisation exper-iment aimed at exploring these issues. By systematically vary-ing both the sampling cover story and whether it is given beforeor after the training stimuli we are able to determine whetherencoding or retrieval issues drive the impact of sampling as-sumptions. We find that the sampling cover story affects gen-eralisation when it is presented before the training stimuli, butnot after, which we interpret in favour of an encoding account.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "categorisation; generalisation; memory; samplingassumptions;" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1gs9h23v", "frozenauthors": [ { "first_name": "Keith", "middle_name": "", "last_name": "Ransom", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28583/galley/18454/download/" } ] }, { "pk": 28873, "title": "Exploring the space of human exploration using Entropy Mastermind", "subtitle": null, "abstract": "What drives people’s exploration in complex scenarios wherethey have to actively acquire information? How do peopleadapt their selection of queries to the environment? We explorethese questions using Entropy Mastermind, a novel variantof the Mastermind code-breaking game, in which participantshave to guess a secret code by making useful queries. Partici-pants solved games more efficiently if the entropy of the gameenvironment was low; moreover, people adapted their initialqueries to the scenario they were in. We also investigatedwhether it would be possible to predict participants’ querieswithin the generalized Sharma-Mittal information-theoreticframework. Although predicting individual queries was dif-ficult, the modeling framework offered important insights onhuman behavior. Entropy Mastermind opens up rich possibili-ties for modeling and behavioral research.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Curiosity; Active Learning; Exploration; Entropy" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bb972t5", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Lara", "middle_name": "", "last_name": "Bertram", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Matthias", "middle_name": "", "last_name": "Hofer", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Nelson", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28873/galley/18744/download/" } ] }, { "pk": 28711, "title": "Exploring the use of overhypotheses by children and capuchin monkeys", "subtitle": null, "abstract": "The use of abstract higher-level knowledge (overhypotheses)\nallows humans to learn quickly from sparse data, and make\npredictions in new situations. Previous research has suggested\nthat humans may be the only species capable of abstract\nknowledge formation, but this remains controversial, and there\nis also mixed evidence for when this ability emerges over human\ndevelopment. Kemp et al. (2007) proposed a computational\nmodel of overhypothesis formation from sparse data. We\nprovide the first direct test of this model: an ecologically valid\nparadigm for testing two species, capuchin monkeys (Sapajus\nspp.) and 4-5-year-old human children. We compared\nperformance to predictions made by models with and without\nthe capacity to learn overhypotheses. Children’s choices were\nconsistent with the overhypothesis model predictions, whereas\nmonkeys performed at chance level.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "overhypotheses" }, { "word": "abstraction" }, { "word": "Generalization" }, { "word": "animal\ncognition" }, { "word": "Computational Modeling" }, { "word": "Cognitive Development" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xd6c9qx", "frozenauthors": [ { "first_name": "Elisa", "middle_name": "", "last_name": "Felsche", "name_suffix": "", "institution": "University of St Andrews", "department": "" }, { "first_name": "Patience", "middle_name": "", "last_name": "Stevens", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Christoph", "middle_name": "", "last_name": "Völter", "name_suffix": "", "institution": "University of Veterinary Medicine Vienna", "department": "" }, { "first_name": "Daphna", "middle_name": "", "last_name": "Buchsbaum", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Amanda", "middle_name": "", "last_name": "Seed", "name_suffix": "", "institution": "University of St Andrews", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28711/galley/18582/download/" } ] }, { "pk": 28427, "title": "Extending Rationality", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Rationality" }, { "word": "bounded rationality" }, { "word": "fallacies" }, { "word": "Heuristics" }, { "word": "resource-rational" }, { "word": "probabilistic programminglanguage" }, { "word": "classical and quantum probability theory" } ], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/80z566tk", "frozenauthors": [ { "first_name": "Emmanuel", "middle_name": "M.", "last_name": "Pothos", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Jerome", "middle_name": "R.", "last_name": "Busemeyer", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" }, { "first_name": "Tim", "middle_name": "", "last_name": "Pleskac", "name_suffix": "", "institution": "University of Kansas", "department": "" }, { "first_name": "James", "middle_name": "M.", "last_name": "Yearsley", "name_suffix": "", "institution": "University of London", "department": "" }, { "first_name": "Joshua", "middle_name": "B.", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "Henry", "last_name": "Tessler", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Falk", "middle_name": "", "last_name": "Lieder", "name_suffix": "", "institution": "Max Planck Institute for Intelligent Systems", "department": "" }, { "first_name": "Ralph", "middle_name": "", "last_name": "Hertwig", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Thorsten", "middle_name": "", "last_name": "Pachur", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Christina", "middle_name": "", "last_name": "Leuker", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Richard", "middle_name": "M.", "last_name": "Shiffrin", "name_suffix": "", "institution": "Indiana University, Bloomington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28427/galley/18298/download/" } ] }, { "pk": 28717, "title": "Extracting and Utilizing Abstract, Structured Representations for Analogy", "subtitle": null, "abstract": "Human analogical ability involves the re-use of abstract, struc-tured representations within and across domains. Here, wepresent a generative neural network that completes analogiesin a 1D metric space, without explicit training on analogy.Our model integrates two key ideas. First, it operates overrepresentations inspired by properties of the mammalian En-torhinal Cortex (EC), believed to extract low-dimensional rep-resentations of the environment from the transition probabil-ities between states. Second, we show that a neural networkequipped with a simple predictive objective and highly generalinductive bias can learn to utilize these EC-like codes to com-pute explicit, abstract relations between pairs of objects. Theproposed inductive bias favors a latent code that consists ofanti-correlated representations. The relational representationslearned by the model can then be used to complete analogiesinvolving the signed distance between novel input pairs (1:3:: 5:? (7)), and extrapolate outside of the network’s trainingdomain. As a proof of principle, we extend the same architec-ture to more richly structured tree representations. We suggestthat this combination of predictive, error-driven learning andsimple inductive biases offers promise for deriving and utiliz-ing the representations necessary for high-level cognitive func-tions, such as analogy.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "abstract structured representations; analogy; neu-ral networks; predictive learning; relational reasoning;" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2c79n8v2", "frozenauthors": [ { "first_name": "Steven", "middle_name": "M.", "last_name": "Frankland", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Taylor", "middle_name": "W.", "last_name": "Webb", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Alexander", "middle_name": "A.", "last_name": "Petrov", "name_suffix": "", "institution": "The Ohio State University", "department": "" }, { "first_name": "Randall", "middle_name": "C.", "last_name": "O’Reilly", "name_suffix": "", "institution": "University of California, Davis", "department": "" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Cohen", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28717/galley/18588/download/" } ] }, { "pk": 28691, "title": "Eye Blink Rate Predicts and Dissociates the Effective Execution of Early and Late\nStage Creative Idea Generation", "subtitle": null, "abstract": "In the present study, the correlations of eye blink rate (EBR)\nwith the effective execution of early and late creative idea\ngeneration were explored. Participants engaged in a real-\nworld idea generation task. Resting state EBR (before the\ntask) and task-evoked EBR (during the task) were measured\nusing eye-tracking. The results showed that resting state EBR\nnegatively correlated with the amount of generated ideas\nduring early stage, but not late stage idea generation. Task-\nevoked EBR did not correlate with the amount of generated\nideas during early nor late stage idea generation. However,\nthe change in EBR (from resting state to during early or late\nstage idea generation) positively correlated with the amount\nof ideas generated during early, but not during late stage idea\ngeneration. The contribution of this study is that it shows that\nEBR predicts and dissociates the effective execution of early\nand late stage creative idea generation.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Creativity; Eye Blink Rate; Idea Generation." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1kx1m9jk", "frozenauthors": [ { "first_name": "Alwin", "middle_name": "", "last_name": "de Rooij", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Ruben", "middle_name": "D.", "last_name": "Vromans", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Matthijs", "middle_name": "", "last_name": "Dekker", "name_suffix": "", "institution": "Tilburg University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28691/galley/18562/download/" } ] }, { "pk": 29292, "title": "Eye Movement Assessment in High and Low Social Anxiety Individuals: AnEye-Tracker Study", "subtitle": null, "abstract": "Previous studies have suggested that, socially anxious individuals tend to avoid eye contact while looking toward faces.The study designed an emotional faces task consisted of human and comic face stimuli with 6 different emotions (happy,angry, sad, scared, stunned, confused), and recorded the eye movements to examine the hypotheses above. The resultsrevealed that high social anxiety (HSA), medium social anxiety (MSA) and low social anxiety (LSA) individuals have nosignificant difference on total fixation duration of the eyes, nose, and mouth among 6 different emotions. However, whilefocusing on the angry expression, LSA have significantly higher total fixation duration, visit count and area normalizedscore on the nose. It shows that LSA tend to focus on the nose intentionally when a person shows an angry face. Further-more, HSA show lower proportion of eyes to eyes, nose and mouth fixation duration than MSA in happy, sad and stunfaces.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "eye tracking" }, { "word": "social anxiety" }, { "word": "emotional faces" } ], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rt116tr", "frozenauthors": [ { "first_name": "Wei-Ling", "middle_name": "", "last_name": "Su", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Min-Hsien", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Po-Yi", "middle_name": "", "last_name": "Chi", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Hua", "middle_name": "", "last_name": "Feng", "name_suffix": "", "institution": "Graduate Institute of Rehabilitation Counseling", "department": "" }, { "first_name": "TSE-MING", "middle_name": "", "last_name": "CHEN", "name_suffix": "", "institution": "Graduate Institute of Rehabilitation Counseling", "department": "" }, { "first_name": "Chia-Hua", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "National Changhua University of Education", "department": "" }, { "first_name": "Ting-Hsuan", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Te-En", "middle_name": "", "last_name": "Huang", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Jon-Fan", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29292/galley/19163/download/" } ] }, { "pk": 28565, "title": "Eye See What You’re Saying: Beat Gesture Facilitates Online Resolution ofContrastive Referring Expressions in Spoken Discourse", "subtitle": null, "abstract": "This study investigated how beat gesture and contrastive pitchaccenting affect online contrastive reference resolution duringspoken discourse comprehension. Evidence from gazefixations indicated that beat gesture encouraged fixations totarget referents of contrastive referring expressions and thatcontrastive accenting encouraged fixations to competitorreferents of non-contrastive referring expressions. Notably,beat gesture and contrastive accenting acted independently,indicating that their effects are additive rather than interactive.Moreover, neither beat gesture nor contrastive accentingaffected an observed tendency to anticipate contrastivereferring expressions. Together, these results provide the firstevidence that beat gesture, like contrastive accenting, isinterpreted as a cue to contrast during online referenceresolution in spoken discourse comprehension.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "beat gesture; pitch accent; reference resolution;discourse processing; visual world; eye tracking" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vk6w9bg", "frozenauthors": [ { "first_name": "Laura", "middle_name": "M.", "last_name": "Morett", "name_suffix": "", "institution": "University of Alabama", "department": "" }, { "first_name": "Scott", "middle_name": "H.", "last_name": "Fraundorf", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "James", "middle_name": "C.", "last_name": "McPartland", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28565/galley/18436/download/" } ] }, { "pk": 29136, "title": "Eye-tracking as a Measure of Table Tennis Expert-Novice Differences in Theory ofMind", "subtitle": null, "abstract": "Theory of Mind (ToM) refers to the ability of individuals to understand beliefs, desires, and emotions of others. Ourstudy is based on the expert-novice paradigm and aims to investigate the operations of ToM of table tennis novices andexperts by the patterns of eye movement. Stimuli integrated cognitive and affective ToM dimensions analogical to thetable tennis situations and recorded response by eye-tracking technique. Reaction time, accuracy and eye movement datawere analysis indexes. Study results revealed that experts could predict the shot actions and emotional states of opponentsmore quickly and accurately than novices, also there were differences in eye trajectory traces. The findings clearly showthat eye-tracking technique can be used to illustrate table tennis expert-novice differences in ToM and provide suggestionsfor the development of table tennis training programs in use of eye tracker facilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8g79q55d", "frozenauthors": [ { "first_name": "Ting-Hsuan", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Fu-Zen", "middle_name": "", "last_name": "Shaw", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Sheng-Fu", "middle_name": "", "last_name": "Liang", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Hung-Ta", "middle_name": "", "last_name": "Chiu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Jon-Fan", "middle_name": "", "last_name": "Hu", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" }, { "first_name": "Wei-En", "middle_name": "", "last_name": "Chang", "name_suffix": "", "institution": "National Cheng Kung University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29136/galley/19007/download/" } ] }, { "pk": 28987, "title": "Failing to see what you are a part of: Wisdom among crowd members", "subtitle": null, "abstract": "One of the key features that make human cognition so successful is its social basis. The fact that we can exchangeinformation with others is integral to the knowledge humans have collectively built up over centuries. One place wherethis can readily be seen is in the aggregation of judgments. As is well documented, aggregates of individual judgmentsare often considerably more accurate than the individual judgments themselves, giving rise to so-called wisdom of thecrowd effects. A key determinant of the benefits of aggregation is the degree of dependency between judgments. Here, weprobed experimentally lay peoples understanding both of the value of aggregation and informational dependency, using anumerical prediction task. We found only an equivocal trend in people’s understanding of the value of aggregation, andno clear evidence of people’s understanding of the accuracy benefit of diversity.", "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/9xc616s7", "frozenauthors": [ { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" }, { "first_name": "Toby", "middle_name": "", "last_name": "Pilditch", "name_suffix": "", "institution": "University College London", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Cruz", "name_suffix": "", "institution": "Birkbeck, University of London", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28987/galley/18858/download/" } ] }, { "pk": 28841, "title": "Family Resemblance in Unsupervised Categorization: A Dissociation Between\nProduction and Evaluation", "subtitle": null, "abstract": "A plurality of the categories we hold exhibit family\nresemblance (FR; i.e., many characteristic but few defining\nfeatures), suggesting FR may occupy a central role in human\ncategory formation. However, research in unsupervised\nlearning has shown that when people are asked to sort an\narray of novel items into categories, they ubiquitously use a\nunidimensional (UNI) rule – despite the availability of a FR\nsolution. This work suggests that, perhaps, FR similarity is\nnot a core tendency in category formation. Here, we question\nwhether the UNI bias is a result of the sorting paradigm.\nSpecifically, we speculate the paradigm conflates two\ncomponents vital for category formation: production and\nevaluation. Across three experiments we show that when\nevaluation is separated from generation – by using a novel\nforced-choice task that pits different category organizational\nschemes against one another – people exhibit a FR over UNI\npreference. The implications of these results are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "unsupervised categorization; similarity; family\nresemblance; unidimensional bias; category construction" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4909d75j", "frozenauthors": [ { "first_name": "John", "middle_name": "D.", "last_name": "Patterson", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Sean", "middle_name": "", "last_name": "Snoddy", "name_suffix": "", "institution": "Binghamton University", "department": "" }, { "first_name": "Kenneth", "middle_name": "J.", "last_name": "Kurtz", "name_suffix": "", "institution": "Binghamton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28841/galley/18712/download/" } ] }, { "pk": 28450, "title": "Fanning Creative Thought: Semantic Richness Impacts Divergent Thinking", "subtitle": null, "abstract": "Creative thinking has long been associated with spreading ofactivation through concepts within semantic networks. Herewe examine one potential influence on spreading activationknown as the fan effect: increasing concept knowledge leads toincreasing interference from related concepts. We testedwhether cue association size—an index of semantic richnessreflecting the average number of elements associated with aconcept—impacts the quantity and quality of responsesgenerated during the alternate uses task (AUT). Wehypothesized that low-association AUT cues should benefitquality at the cost of quantity because such cues are embeddedwithin a semantic network with fewer conceptual elements,thus yielding lesser interference from closely-related concepts.This hypothesis was confirmed in Study 1. Study 2 replicatedthe effect and found an interaction with fluid intelligence,indicating that cognitive control can overcome constraints ofsemantic knowledge. The findings thus highlight costs andbenefits of semantic knowledge for creative cognition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Divergent Thinking; Fan Effect; FluidIntelligence; Semantic Memory" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/40p1s98s", "frozenauthors": [ { "first_name": "Roger", "middle_name": "E.", "last_name": "Beaty", "name_suffix": "", "institution": "Pennsylvania State University", "department": "" }, { "first_name": "Yoed", "middle_name": "N.", "last_name": "Kenett", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Richard", "middle_name": "W.", "last_name": "Hass", "name_suffix": "", "institution": "Thomas Jefferson University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28450/galley/18321/download/" } ] }, { "pk": 28678, "title": "Female advantage in visual working memory capacity\nfor familiar shapes but not for abstract symbols", "subtitle": null, "abstract": "Both behavioral studies and the neurophysiological data\nmodelling suggested female advantage in memory for objects,\nhowever, most research pertained to long-term memory,\nwhereas data from visual working memory (VWM) are\nscanty. In a large sample of 2044 people, the number of\nobjects supposedly encoded in VWM was measured during\nthe change detection task. The stimuli were either relatively\nfamiliar geometric shapes or less familiar Greek symbols.\nControlling for the general ability level, a small but\nsignificant advantage for memorizing shapes in VWM was\nfound in females over males, but no effect was observed for\nmemorizing abstract symbols. The present results support\nneuroimaging models of human cognitive architecture,\nsuggesting that female VWM relies on a more complex\nnetwork of domain-specific brain modules, as compared to\nmales. Consequently, formal models of VWM and related\ncognitive processes should account for sex and material type.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Visual working memory" }, { "word": "sex differences" }, { "word": "change\ndetection task" }, { "word": "neural architecture of memory" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0f32s20f", "frozenauthors": [ { "first_name": "Adam", "middle_name": "", "last_name": "Chuderski", "name_suffix": "", "institution": "Jagiellonian University in Krakow", "department": "" }, { "first_name": "Jan", "middle_name": "", "last_name": "Jastrzębski", "name_suffix": "", "institution": "Jagiellonian University in Krakow", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28678/galley/18549/download/" } ] }, { "pk": 29256, "title": "Five aspects of compositionality and a universal principle", "subtitle": null, "abstract": "Compositionality supposedly explains structure-sensitive features of cognition, such as productivity and systematicity.However, the nature of compositionality is still controversial: e.g., symbolic versus subsymbolic. Category theory—a formal theory of structure—provides an explanation for systematicity in terms of universal morphisms: the optimalfactorization of cognitive components (Phillips & Wilson, 2010). We survey five aspects of compositionality as they relateto formal properties of universal morphisms. The emerging view is a unified (universal) principle for compositionality.This category theoretical view affords a novel perspective on the emergence of symbol systems, i.e. as the construction ofuniversal morphisms, which is illustrated in regard to some empirical data.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7t10p9q3", "frozenauthors": [ { "first_name": "Steven", "middle_name": "", "last_name": "Phillips", "name_suffix": "", "institution": "National Institute of Advanced Industrial Science and Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29256/galley/19127/download/" } ] }, { "pk": 29284, "title": "Flexible Strategy Use in ACT-R’s Tic-Tac-Toe", "subtitle": null, "abstract": "Modeling cognitive processes is one of the major tasks of cognitive science. This work presents a computer modelof a study described in ”Flexible Strategy Use in Young Children’s Tic-Tac-Toe” (Crowley & Siegler, 1993) in whichauthors made an attempt to characterize decision-making in a conflict-of-interests-like environment. In the experiments,kindergarten/primary school children and an algorithm-based opponent played a series of games in Tic-Tac-Toe. Theoutcomes seemed to indicate existence of a hierarchy of rules that is constructed with experience. Although already testedalgorithmically, the simulation detailed in the paper was applicable to a narrow class of problems only. The model shownin this work was built using a cognitive architecture, i.e. computer-based structure mimicking general functioning of thehuman mind. We used a rule-based system ACT-R that operates in mental rules paradigm and successfully replicatedresults of the mentioned study.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6m0782qq", "frozenauthors": [ { "first_name": "Julian", "middle_name": "", "last_name": "Skirzyski", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Piotr", "middle_name": "", "last_name": "Wasilewski", "name_suffix": "", "institution": "University of Warsaw", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29284/galley/19155/download/" } ] }, { "pk": 29235, "title": "Forming Action-Effect Contingencies through Observation of a Dot-Control Task", "subtitle": null, "abstract": "Previous research suggests the possibility that observers have access to action plans of others (Jordan & Hommel, 2008).To examine this we design three experiments. The first examines action-plan coding in participants performing the task(controllers) using a Hommel-like ’compatibility’ test measuring reaction times (Hommel, 1996). We manipulated theinclusion of task irrelevant auditory tones during the dot-control game. The second experiment utilized the same designto examine observer’s action-plans after watching the experimenter play the dot control game. Experiment 3 allows us toexamine the additional effects of the controller’s skill level and observer’s level of access to the task. So far the resultssupport the hypothesis that participants can learn action plans by observing the distal effects of another’s actions. Furtherresearch will help unearth the factors mediating observer’s action plan coding and the differences between how controllersand observer’s encode actions and their different effects.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5fh0k0g6", "frozenauthors": [ { "first_name": "Jasmine", "middle_name": "", "last_name": "Mason", "name_suffix": "", "institution": "Illinois State University", "department": "" }, { "first_name": "J. Scott", "middle_name": "", "last_name": "Jordan", "name_suffix": "", "institution": "Illinois State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29235/galley/19106/download/" } ] }, { "pk": 29091, "title": "Foundations of search behavior, beyond the exploration-exploitation trade-off", "subtitle": null, "abstract": "We investigate the cognitive micro-foundations of individual search. The aim of this study is to identify important cog-nitive antecedents of the heterogeneity of individual level search behavior. We introduce a problem-solving task that notonly requires a binary trade-off between either exploration or exploitation, but solicits the individual to understand theunderlying problem structure in order to be able to optimize the search. Combining data collected from individuals solv-ing this experimental task (N = 407) with a quantitative survey of cognitive styles as well as a neuropsychological testof cognitive ability (g-factor) we explain how different cognitive micro-foundations translate into substantial variation insearch behaviors.", "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/29c0h14r", "frozenauthors": [ { "first_name": "Oana", "middle_name": "", "last_name": "Vuculescu", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Carsten", "middle_name": "", "last_name": "Bergenholtz", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Ali", "middle_name": "", "last_name": "Amidi", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29091/galley/18962/download/" } ] }, { "pk": 28469, "title": "Frequency Effects in Decision-Making are Predicted by Dirichlet Probability\nDistribution Models", "subtitle": null, "abstract": "Frequency of reward and average reward value are two types\nof reward information we utilize when making decisions\nbetween two alternative options. Often, these two pieces of\ninformation coincide with the highest value option, however,\nwhen a slightly less valuable option is presented more\nfrequently, standard reinforcement learning models such as the\nDelta model can make incorrect predictions. This paper\nexplores the discrepancy in these predictions by way of\nsimulating relevant behavioral tasks with the Delta model, the\nDecay model, and a novel Bayesian model based on the\nDirichlet distribution. We then compare model predictions to\nbehavioral data from some of the same tasks that were\nsimulated. The Delta model provides a poor fit to the data for\neach of the three presented tasks when compared to the Decay\nmodel and the two Bayesian learning models, because it\npredicts a bias toward options with higher average reward,\nwhile the Decay and Bayesian models predict a bias toward\nreward frequency. The Decay and Bayesian models show a\ndistinct similarity in prediction and fits to the data for most of\nthe tasks. This is because both models predict a bias toward\nreward frequency rather than average reward magnitude,\ndespite different computational formalisms. However, we also\nnote some interesting discrepancies between the Decay and\nBayesian models which will show that in some cases, the\nfrequency of reward may be more important than the reward\nvalue.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Frequency Effect; Reinforcement Learning;\nBayesian Learning" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3w97p2bq", "frozenauthors": [ { "first_name": "Astin", "middle_name": "", "last_name": "Cornwall", "name_suffix": "", "institution": "Texas A&M University", "department": "" }, { "first_name": "Hilary", "middle_name": "", "last_name": "Don", "name_suffix": "", "institution": "Texas A&M University", "department": "" }, { "first_name": "Darrell", "middle_name": "", "last_name": "Worthy", "name_suffix": "", "institution": "Texas A&M University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28469/galley/18340/download/" } ] }, { "pk": 28722, "title": "From Deep Learning to Deep Reflection: Toward an Appreciation of the IntegratedNature of Cognition and a Viable Theoretical Framework for Cultural Evolution", "subtitle": null, "abstract": "Although Darwinian models are rampant in the socialsciences, social scientists do not face the problem thatmotivated Darwin’s theory of natural selection: the problemof explaining how lineages evolve despite that any traits theyacquire are regularly discarded at the end of the lifetime of theindividuals that acquired them. While the rationale forframing culture as an evolutionary process is correct, it doesnot follow that culture is a Darwinian or selectionist process,or that population genetics provides viable starting points formodeling cultural change. This paper lays out step-by-steparguments as to why a selectionist approach to culturalevolution is inappropriate, focusing on the lack ofrandomness, and lack of a self-assembly code. It summarizesan alternative evolutionary approach to culture: self-otherreorganization via context-driven actualization of potential.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "acquired trait; cultural evolution; inheritance;natural selection; population genetics; self-other re-organization" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7f0378s0", "frozenauthors": [ { "first_name": "Liane", "middle_name": "", "last_name": "Gabora", "name_suffix": "", "institution": "University of British Columbia", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28722/galley/18593/download/" } ] }, { "pk": 28432, "title": "From Design Cognition to Design Neurocognition", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "design cognition" }, { "word": "design neurocognition" }, { "word": "protocolanalysis" }, { "word": "EEG" }, { "word": "fNIRS" } ], "section": "Publication-based Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6z42017c", "frozenauthors": [ { "first_name": "John", "middle_name": "S.", "last_name": "Gero", "name_suffix": "", "institution": "University of North Carolina at Charlotte", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28432/galley/18303/download/" } ] }, { "pk": 29148, "title": "From wugged to wug: Reverse generalisation of stems from novel past tense verbs", "subtitle": null, "abstract": "When native and non-native English speakers inflect novel verb forms for the past tense, non-natives are more likely toproduce irregular (non -ed) forms than natives (Cuskley et al., 2015). We test whether participants can reverse-engineerthe correct present tense stem from regular and irregular past tense forms of novel verbs. All participants are better able toidentify the stem of regularly inflected forms than irregular forms, but we find no difference between native and non-nativespeakers. Phonological similarity to existing irregulars interferes with recognition of regularly inflected non-verbs (e.g.,proximity of sleened to sling/slung makes it more difficult than drocked). While non-natives are more likely to produceirregular past tense forms, they are not better than native speakers at interpreting them. Non-native over-production ofirregulars may reflect statistical patterns in their more limited input, but these factors do not seem to affect the process ofinferring stems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2d04w4wf", "frozenauthors": [ { "first_name": "Christine", "middle_name": "", "last_name": "Cuskley", "name_suffix": "", "institution": "Newcastle University", "department": "" }, { "first_name": "Stella", "middle_name": "", "last_name": "Frank", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Kenny", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29148/galley/19019/download/" } ] }, { "pk": 28414, "title": "Full Day Tutorial on Quantum Theory in Cognitive Modeling", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "quantum probability theory; classical/ Bayesianprobability theory; Markov processes; contextuality; decisionmaking; memory; similarity." } ], "section": "Tutorials", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4jp8r6mg", "frozenauthors": [ { "first_name": "Emmanuel", "middle_name": "M.", "last_name": "Pothos", "name_suffix": "", "institution": "University of London, London", "department": "" }, { "first_name": "James", "middle_name": "M.", "last_name": "Yearsley", "name_suffix": "", "institution": "University of London, London", "department": "" }, { "first_name": "Zheng", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Ohio State University", "department": "" }, { "first_name": "Peter", "middle_name": "D.", "last_name": "Kvam", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Jerome", "middle_name": "R.", "last_name": "Busemeyer", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28414/galley/18285/download/" } ] }, { "pk": 28650, "title": "Garnering Support for Number and Area as Integral Dimensions", "subtitle": null, "abstract": "Non-numerical magnitudes such as cumulative area, element size, and density influence the perception of number. How-ever, it is unclear whether interactions between number and non-numerical magnitudes reflect independent representationsthat interface vis--vis other systems (e.g., language) or, conversely, reflect holistic perception of number and other mag-nitudes. In the present work, we found converging evidence that number and cumulative area are perceptually integraldimensions. Whether assessed explicitly (Experiment 1) or implicitly (Experiment 2), perceived similarity for dot arraysthat varied parametrically in number and area was best modeled by Euclidean, as opposed to city-block, distance. Criti-cally, we also found that the integrality of number and area is comparable to other integral dimensions (Exp. 1: bright-ness/saturation; Exp. 2: radial frequency components), but different from separable dimensions (Exp. 1: shape/color; Exp.2: thickness/curvature). In summary, these findings suggest that non-symbolic number perception is holistic, such that theprocessing of non-numerical magnitudes is obligatory.", "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/1cz15429", "frozenauthors": [ { "first_name": "Lauren", "middle_name": "", "last_name": "Aulet", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Stella", "middle_name": "", "last_name": "Lourenco", "name_suffix": "", "institution": "Emory University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28650/galley/18521/download/" } ] }, { "pk": 28927, "title": "Generalization as diffusion: human function learning on graphs", "subtitle": null, "abstract": "From social networks to public transportation, graph structuresare a ubiquitous feature of life. How do humans learn functionson graphs, where relationships are defined by the connectiv-ity structure? We adapt a Bayesian framework for functionlearning to graph structures, and propose that people performgeneralization by assuming that the observed function valuesdiffuse across the graph. We evaluate this model by askingparticipants to make predictions about passenger volume in avirtual subway network. The model captures both generaliza-tion and confidence judgments, and provides a quantitativelysuperior account relative to several heuristic models. Our worksuggests that people exploit graph structure to make general-izations about functions in complex discrete spaces.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Function learning" }, { "word": "Graph structures" }, { "word": "GaussianProcess" }, { "word": "Generalization" }, { "word": "Successor Representation" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0xt4p8xt", "frozenauthors": [ { "first_name": "Charley", "middle_name": "M.", "last_name": "Wu", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Eric", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Samuel", "middle_name": "J.", "last_name": "Gershman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28927/galley/18798/download/" } ] }, { "pk": 28773, "title": "Generalizing Functions in Sparse Domains", "subtitle": null, "abstract": "We propose that when humans learn sets of relationships theyare able to learn the abstract structure or type of a family of re-lationships, and exploit that knowledge to improve their abilityto learn and generalize in the future, especially in the face ofsparse or ambiguous data. In two experiments we found thatparticipants choose patterns and extrapolate in ways consistentwith sets of previously learned relations, as measured by ex-trapolation judgments and forced-choice tasks. We take theseresults to suggest that humans can detect shared abstract re-lations and apply this learned regularity to perform rapid andflexible generalization.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Generalization" }, { "word": "Function learning" }, { "word": "transfer" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67f9t5dk", "frozenauthors": [ { "first_name": "Pablo", "middle_name": "", "last_name": "Le ́on-Villagr ́a", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Christopher", "middle_name": "G.", "last_name": "Lucas", "name_suffix": "", "institution": "University of Edinburgh", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28773/galley/18644/download/" } ] }, { "pk": 28467, "title": "Generating normative predictions with a variable-length rate code", "subtitle": null, "abstract": "Cognitive science is an archipelago of concepts and models,with cross-pollination between topics of interest often prohib-ited by incompatible approaches. Despite this, behavioral per-formance universally depends on information transmission be-tween brain regions and is limited by physical and biologicalconstraints. These constraints can be formalized as informa-tion theoretic constraints on transmission, which provide nor-mative predictions across a surprising range of cognitive do-mains. To illustrate this, we describe a simple variable-lengthrate coding model built with Poisson processes, Bayesian in-ference, and an entropy-based decision threshold. This modelreplicates features of human task performance and provides aprincipled connection between a high-level normative frame-work and neural rate codes. We thereby integrate several dis-joint ideas in cognitive science by translating plausible con-straints into information theoretic terms. Such efforts to trans-late concepts, paradigms and models into common theoreti-cal languages are essential for synthesizing our rich but frag-mented understanding of cognitive systems.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "information theory; bayesian inference; rate cod-ing; response time; learning" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7v919486", "frozenauthors": [ { "first_name": "S. Thomas", "middle_name": "", "last_name": "Christie", "name_suffix": "", "institution": "University of Minnesota", "department": "" }, { "first_name": "Paul", "middle_name": "R.", "last_name": "Schrater", "name_suffix": "", "institution": "University of Minnesota", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28467/galley/18338/download/" } ] }, { "pk": 28559, "title": "Generic noun phrases in child speech", "subtitle": null, "abstract": "A wealth of developmental evidence suggests that children es-sentialise natural kind but not artifact categories, and that bothadults and children use generic language less with artifacts aswell (Gelman, 2003). Here we further explore the latter resultusing a novel model for generic identification. We apply ourmodel to a much larger dataset than before, consisting of 26CHILDES corpora of naturalistic speech involving children ata variety of ages and in a variety of contexts. We found noconsistent preference for generic usage in animates over arti-facts. Follow-up analyses indicate that this result was probablydriven by our inclusion of a wider variety of nouns into ourdataset than previous work.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "essentialism; generics; development; language" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05c09123", "frozenauthors": [ { "first_name": "Samarth", "middle_name": "", "last_name": "Mehrotra", "name_suffix": "", "institution": "Birla Institute of Technology and Science", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28559/galley/18430/download/" } ] }, { "pk": 28419, "title": "Genetics and Experience Modulate Individual Differences in Navigation", "subtitle": null, "abstract": "Different memory systems, dependent on separate parts of the brain, can sustain successful\nnavigation. The hippocampus is implicated in spatial memory strategies used when finding one’s\nway in the environment, i.e. it is allocentric and involves remembering the relationship between\nlandmarks. On the other hand, another strategy dependent on the caudate nucleus can also be\nused, i.e. the response strategy, which relies on making a series of stimulus-response associations\n(e.g. right and left turns from given positions). Participants who use the response strategy are\nfaster at learning navigation tasks lending themselves to using a single specified route. Young\nadult response learners have increased fMRI activity and grey matter in the caudate nucleus, but\ndecreased fMRI activity and grey matter in the hippocampus. Research in my laboratory has\nshown that specific navigation strategies are associated with several genes, such as BDNF and\nApoE, as well as hormones, such as cortisol and progesterone, but not estrogen and progesterone.\nExperiences dependent modulators such as age, habit, stress and rewards also modulate strategies\ndependent on the hippocampus and caudate nucleus. These results have important translational\nimplications because a larger hippocampus has been associated with healthy cognition in normal\naging and with a reduced risk of numerous neurological and psychiatric disorders such as\nAlzheimer’s disease, Schizophrenia, Post-Traumatic Stress disorder and Depression.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Symposia", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dk1h1rw", "frozenauthors": [ { "first_name": "Veronique", "middle_name": "", "last_name": "Bohbot", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28419/galley/18290/download/" } ] }, { "pk": 29266, "title": "Geometric Significance of Topological Neighborhood in Standard and OscillatingSOM Models", "subtitle": null, "abstract": "The role of Topological Neighborhood (TN) in SOM cognitive modeling has biological and computational implications.The modeling significance of the TN width function (epoch) is associated with the initial TN width parameter 0. Further-more, 0 is decisive in determining the geometric area under the TN-width function curve through the epochs of SOMtraining; measures training ”opportunity”. From this perspective, what is considered narrow (or wide) TN during SOMformation is a function of the TN width area covered.In computer simulations of standard-TN SOM and of our previously proposed oscillating-TN SOM models, we calculatedthe area using the Riemann integral of the corresponding (epoch) function (standard, oscillating) and epoch-interval. Theresults show: a) for the same 0 and epoch-interval, the value remains unchanged irrespective of the (epoch) function used;b) when reducing 0, it reduces and directly affects the SOM representation of the input space.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61v2t2ft", "frozenauthors": [ { "first_name": "Spyridon", "middle_name": "", "last_name": "Revithis", "name_suffix": "", "institution": "University of New South Wales", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29266/galley/19137/download/" } ] }, { "pk": 29019, "title": "Gestures for Self Help Learning by Creating Models", "subtitle": null, "abstract": "People spontaneously gesture when studying spatial descriptions. Doing so improves comprehension and learning. Theirgestures create spatial models of the described environments. Here, we address two questions in two experiments: willpeople gesture to study descriptions that are not inherently spatial, and will people gesture when information is presentedvisually rather than text. The answers to both questions are yes. Together, the results suggest that gestures facilitatecomprehension and learning by creating spatial-motor representations that directly reflect meaning.", "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/6qk263p0", "frozenauthors": [ { "first_name": "Yang", "middle_name": "", "last_name": "Liu", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Melissa", "middle_name": "", "last_name": "Zrada", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "Barbara", "middle_name": "", "last_name": "Tversky", "name_suffix": "", "institution": "Columbia Teachers College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29019/galley/18890/download/" } ] }, { "pk": 28758, "title": "Getting Insight by Talking to Others – Or Loosing Insight by Talking Too Muc", "subtitle": null, "abstract": "The purpose of the present study was to investigate the effects\nof addressee of verbalization, self or other, on insight problem\nsolving. Thirty-five participants were assigned to one of the\nthree conditions: toward-self verbalization, toward-other\nverbalization, or irrelevant verbalization (control). A 3-minute\nverbalization phase was inserted after 5 minutes of solving the\nT-puzzle. The participants were asked to write down their\nthoughts during the first 5 minutes as a record in the toward-\nself verbalization condition, and as an instruction for other\nparticipants in the toward-other verbalization condition. The\nparticipants in the control condition were required to write\ndown their concerns. After that, they were asked to engage in\nthe puzzle again for 10 minutes. The results showed a\ndetrimental verbalization effect while allowed a wide range of\neffects for the self vs other distinction going in either direction.\nWe are using this study as a basis for a pre-registered repo", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "insight problem solving; verbalization; self vs\nother; metacognitive monitorin" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6945024h", "frozenauthors": [ { "first_name": "Sachiko", "middle_name": "", "last_name": "Kiyokawa", "name_suffix": "", "institution": "Nagoya University", "department": "" }, { "first_name": "Zoltán", "middle_name": "", "last_name": "Dienes", "name_suffix": "", "institution": "University of Susse", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28758/galley/18629/download/" } ] }, { "pk": 29031, "title": "”Give me a break”: Can brief bouts of physical activity reduce elementarychildren’s attentional failures and improve learning?", "subtitle": null, "abstract": "In classroom settings, young children are frequently off-task, which may be due in part to childrens still-maturing attentional system. Lapses in attention may impede academic success by reducing the amount of time spent engaged in instructional activities. One popular strategy to increase on-task behavior is to provide brief physical activity (PA) breaks in between instructional tasks. Though PA breaks are hypothesized to increase on-task behavior, much is unkown regarding the effectiveness of breaks and their underlying mechanism(s). The present study systematically investigated the effectiveness of PA breaks, using direct measures of attention and learning. Break type (PA vs Sedentary control) was manipulated within-subjects. Prelminary results indicate PA breaks benefit learning compared to the sedentary control (p=.03, Cohens d=.389). A marginally significant increase in on-task behavior was also found folowing the PA break. The se results provide tentative support fo the benefit of PA breaks for childrens attention and learning", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Poster Presentations with Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3mj6v8dw", "frozenauthors": [ { "first_name": "Grace", "middle_name": "", "last_name": "Murray", "name_suffix": "", "institution": "Kent State University", "department": "" }, { "first_name": "Karrie", "middle_name": "", "last_name": "Godwin", "name_suffix": "", "institution": "Kent State University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29031/galley/18902/download/" } ] }, { "pk": 29144, "title": "Go big and go grounded: Categorical structure emerges spontaneously from thelatent structure of sensorimotor experience", "subtitle": null, "abstract": "Many theories of semantic memory assume that categories spontaneously emerge from commonalities in the way we per-ceive and interact with the world around us. However, efforts to test this assumption computationally have been hamperedby use of abstracted features without clear sensorimotor grounding and over-reliance on small samples of concepts from alimited number of categories. Taking a radically different approach, we examined whether categorical structure emergesspontaneously from the latent structure of sensorimotor experience by creating a fully-grounded multidimensional senso-rimotor space at the scale of a full-size human conceptual system (i.e., 11 sensorimotor dimensions x 40,000 concepts).We found evidence for (a) a high-level separation of abstract and concrete categories (which was not enhanced by theinclusion of affective information); (b) a hierarchical structure of concrete concepts that separated categories commonlyimpaired in double dissociations, such as fruit/vegetables, animals, tools, and musical instruments; and (c) a flatter hi-erarchy of abstract concepts that separated categories such as negative emotions, units of time, social relationships, andpolitical systems. These findings demonstrate that grounded sensorimotor information is fundamental to the representationof all conceptual knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/11n5w9k8", "frozenauthors": [ { "first_name": "Louise", "middle_name": "", "last_name": "Connell", "name_suffix": "", "institution": "University of Lancaster", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Brand", "name_suffix": "", "institution": "University of Canterbury", "department": "" }, { "first_name": "James", "middle_name": "", "last_name": "Carney", "name_suffix": "", "institution": "Brunel University", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Brysbaert", "name_suffix": "", "institution": "Ghent University", "department": "" }, { "first_name": "Dermot", "middle_name": "", "last_name": "Lynott", "name_suffix": "", "institution": "Lancaster University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29144/galley/19015/download/" } ] }, { "pk": 28603, "title": "Go with Plan A: Backup Plans Help the Powerful but Distract the Powerless", "subtitle": null, "abstract": "Backup plans represent a safety net that can help ensure goal attainment. However, managing backup plans during goalpursuit can also deflect attention away from the initial plan. We examined how individuals sense of power, which is saidto facilitate goal pursuit, affects the extent to which one gets distracted by backup plans. Results from four studies showedthat when a backup plan was activated, greater sense of power was associated with lower self-reported distraction and betterperformance. Studies 2 and 3 further revealed mediating effects of distraction between sense of power and performance.Greater sense of power was associated with less distraction, which in turn was related to better performance. Our findingssuggest that when pursuing goals, individuals experiencing high power may be better at allocating their limited cognitiveresources to the initial plan.", "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/66f32323", "frozenauthors": [ { "first_name": "Leila", "middle_name": "", "last_name": "Straub", "name_suffix": "", "institution": "ETH Zurich", "department": "" }, { "first_name": "Petra", "middle_name": "C.", "last_name": "Schmid", "name_suffix": "", "institution": "ETH Zurich", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28603/galley/18474/download/" } ] }, { "pk": 29032, "title": "Gradations in task engagement emerge from metacognitive priority control", "subtitle": null, "abstract": "Engagement is a critical motivational factor that has broad effects on learning, productivity, performance, and even satis-faction and happiness. However, it can also be impacted by a myriad of factors which have made it difficult to model anddesign interventions. Here we address this problem by developing an integrated metacognitive framework for understand-ing task engagement. We treat engagement as resulting from a unified metacognitive decision process where the gradientof engagement results from a common priority calculation. Priority signals are computed relative to a set of availabletasks and updated across time and environmental changes. We propose a metacognitive controller makes decisions aboutboth task switching (when to quit, next task) and cognitive resourcing (working memory, attention, etc) using the gradedpriority signals. By simultaneously choosing the task and allocating resources using the same graded signals, we capturethe complex dependencies of engagement with task errors, performance, and time allocation.", "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/8kv185r8", "frozenauthors": [ { "first_name": "Dominic", "middle_name": "", "last_name": "Mussack", "name_suffix": "", "institution": "University of Luxembourg", "department": "" }, { "first_name": "Paul", "middle_name": "", "last_name": "Schrater", "name_suffix": "", "institution": "University of Minnesota, Twin Cities", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29032/galley/18903/download/" } ] } ] }