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{ "count": 38493, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=15900", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=15700", "results": [ { "pk": 28923, "title": "The Accuracy of Causal Learning over 24 Days", "subtitle": null, "abstract": "Humans often rely on past experiences stored in long-termmemory to predict the outcome of an event. In traditional lab-based experiments (e.g., causal learning, probability learning,etc.), these observations are compressed into a successiveseries of learning trials. The rapid nature of this paradigmmeans that completing the task relies on working memory. Incontrast, real-world events are typically spread out over longerperiods of time, and therefore long-term memory must be used.We conducted a 24 day smartphone study to assess how wellpeople can learn causal relationships in extended timeframes.Surprisingly, we found few differences in causal learning whensubjects observed events in a traditional rapid series of 24 trialsas opposed to one trial per day for 24 days. Specifically,subjects were able to detect causality for generative andpreventive datasets and also exhibited illusory correlations inboth the short-term and long-term designs. We discusstheoretical implications of this work.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causal learning; probability learning; illusorycorrelation; long-term memory; smartphone" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5fs3h5pv", "frozenauthors": [ { "first_name": "Ciara", "middle_name": "L.", "last_name": "Willett", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Benjamin", "middle_name": "M.", "last_name": "Rottman", "name_suffix": "", "institution": "University of Pittsburgh", "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/28923/galley/18794/download/" } ] }, { "pk": 28552, "title": "The Acquisition of French Un", "subtitle": null, "abstract": "How does cross-linguistic variation in grammatical structureaffect children’s acquisition of number words? In this study,we addressed this question by investigating the case study ofyoung speakers of French, a language in which the number oneand the indefinite article a are phonologically the same (i.e.,un). We tested how French-speaking children interpret un, andwhether it more closely resembles the English word a or one.We found that French-speaking children almost alwaysaccepted sets of 1 for un, but that their responses for sets of 2were more equivocal, with many children saying “Oui” (Yes)when asked whether there was un. Overall, French children’sinterpretation of un differed from how English-speakinginterpret both a and one. This suggests that French-speakingchildren’s interpretation of un reflects the ambiguity of theinput that they are exposed to. We conclude that Frenchmorphological structure may pose a challenge to French-speaking children in acquiring an exact numerical meaning forthe word un, potentially causing a delay in number wordlearning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Number; language; cognitive development" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6tv89374", "frozenauthors": [ { "first_name": "Elisabeth", "middle_name": "", "last_name": "Marchand", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Barner", "name_suffix": "", "institution": "University of California, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28552/galley/18423/download/" } ] }, { "pk": 29027, "title": "The Cognitive Process of Reinterpreting Non-art Objects in an Art Context", "subtitle": null, "abstract": "In this study, we investigated the reinterpretation process of a non-art object. It is often said that a unique perspectivedifferent from daily life arises in the cognitive process of an art activity. We assumed that such a unique viewpoint canalso be applied to non-art objects and people will discover new aspects of objects and/or their own viewpoints throughthe reinterpretation of non-art objects. We conducted a between-subjects experiment to investigate the process in detail.We expected the artistic context of the participant to influence the interpretation. We conducted two types of interventionsto manipulate participants artistic context. The result of the experiment suggests that the artistic context influenced theinterpretation process of non-art objects.", "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/20r0p2w2", "frozenauthors": [ { "first_name": "Koto", "middle_name": "", "last_name": "Minami", "name_suffix": "", "institution": "The University of Tokyo", "department": "" }, { "first_name": "Daichi", "middle_name": "", "last_name": "Shimizu", "name_suffix": "", "institution": "Graduate shool of education, Bunkyo-ku", "department": "" }, { "first_name": "Takeshi", "middle_name": "", "last_name": "Okada", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29027/galley/18898/download/" } ] }, { "pk": 28804, "title": "The Cognitive Underpinnings of Inductive Grammar Learning", "subtitle": null, "abstract": "The acquisition of the grammar of a second language requires\na variety of cognitive mechanisms, including inductive\nreasoning. In the current study, we examine the cognitive\nunderpinnings of grammar learning with an explicit-inductive\n(rule search) learning task, designed to capture more of the\ncomplexity associated with grammar learning than purely\ndeductive tasks. Research in language aptitude has shown that\nworking memory capacity (WMC) is a key predictor of\ngrammar learning outcomes. Inductive reasoning and\ngrammatical sensitivity are other established aptitude factors.\nThe goal of the present study was to determine the degree to\nwhich relevant variables predict learning on an explicit-\ninductive grammar learning task. Our results indicate that both\nWMC and inductive reasoning ability predict learning over\nthree days of grammar training.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "L2 learning; L2 aptitude; working memory\ncapacity; inductive reasoning; individual differences" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3zt7w6c3", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Martinez", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Alison", "middle_name": "", "last_name": "Tseng", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Valarie", "middle_name": "", "last_name": "Karuzis", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Meredith", "middle_name": "", "last_name": "Mislevy-Hughes", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Nick", "middle_name": "B.", "last_name": "Pandža", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Gregory", "middle_name": "J. H.", "last_name": "Colflesh", "name_suffix": "", "institution": "University of Maryland", "department": "" }, { "first_name": "Polly", "middle_name": "", "last_name": "O'Rourke", "name_suffix": "", "institution": "University of Maryland", "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/28804/galley/18675/download/" } ] }, { "pk": 28553, "title": "The complex system of mathematical creativity:Modularity, burstiness, and the network structure of how experts use inscriptions", "subtitle": null, "abstract": "One of the pinnacles of human cognition is the creative insightof expert mathematics. While its concepts are abstract, theactual practice of mathematics is undeniably material andembodied. Mathematicians draw, sketch, write; having createdthese inscriptions, they interact with them. This iterated processof inscription is the engine of mathematical discovery. But howdoes this engine work? Here, using a new video corpus ofmathematical experts working on proofs, and deploying toolsfrom network and complexity science, we characterize thestructure and temporal dynamics of how mathematical expertscreate and interact with blackboard inscriptions. We findregularities in the structure of this activity (e.g., emergent‘communities’ of inscriptions) and its temporal dynamics (e.g.,‘bursty’ shifts in attention). By characterizing this activity, wegain a better understanding of the distributed ecosystem inwhich mathematical creativity occurs — including the ways thatmathematicians actively construct their own notational niches.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mathematical cognition; networks; complexsystems; inscription; distributed cognition; embodiment" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5g80p847", "frozenauthors": [ { "first_name": "Tyler", "middle_name": "", "last_name": "Marghetis", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Kate", "middle_name": "", "last_name": "Samson", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Landy", "name_suffix": "", "institution": "Indiana University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28553/galley/18424/download/" } ] }, { "pk": 28742, "title": "The Computational Structure of Unintentional Meaning", "subtitle": null, "abstract": "Speech-acts can have literal meaning as well as pragmaticmeaning, but these both involve consequences typically in-tended by a speaker. Speech-acts can also have unintentionalmeaning, in which what is conveyed goes above and beyondwhat was intended. Here, we present a Bayesian analysis ofhow, to a listener, the meaning of an utterance can significantlydiffer from a speaker’s intended meaning. Our model em-phasizes how comprehending the intentional and unintentionalmeaning of speech-acts requires listeners to engage in sophisti-cated model-based perspective-taking and reasoning about thehistory of the state of the world, each other’s actions, and eachother’s observations. To test our model, we have human partic-ipants make judgments about vignettes where speakers makeutterances that could be interpreted as intentional insults or un-intentional faux pas. In elucidating the mechanics of speech-acts with unintentional meanings, our account provides insightinto how communication both functions and malfunctions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Bayesian modeling" }, { "word": "social cognition" }, { "word": "commonground" }, { "word": "speech-act theory" }, { "word": "faux pas" }, { "word": "Theory of mind" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4064p2k0", "frozenauthors": [ { "first_name": "Mark", "middle_name": "K.", "last_name": "Ho", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Joanna", "middle_name": "", "last_name": "Korman", "name_suffix": "", "institution": "The MITRE Corporation", "department": "" }, { "first_name": "Thomas", "middle_name": "L.", "last_name": "Griffiths", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28742/galley/18613/download/" } ] }, { "pk": 28755, "title": "The consistency of durative relations", "subtitle": null, "abstract": "Few experiments have examined how people reason aboutdurative relations, e.g., \"during\". Such relations posechallenges to present theories of reasoning, but manyresearchers argue that people simulate a mental timeline whenthey think about sequences of events. A recent theory positsthat to mentally simulate durative relations, reasoners do notrepresent all of the time points across which an event mightendure. Instead, they construct discrete tokens that stand inplace of the beginnings and endings of those events. The theorypredicts that when reasoners need to build multiple simulationsto solve a reasoning problem, they should be more prone toerror. To test the theory, an experiment provided participantswith sets of premises describing durative relations; theyassessed whether the sets were consistent or inconsistent. Theresults of the experiment validated the theory's prediction. Weconclude by situating the study in recent work on temporalthinking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "events" }, { "word": "temporal reasoning" }, { "word": "durative relations" }, { "word": "mental models" }, { "word": "consistency" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9q73j6h5", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Kelly", "name_suffix": "", "institution": "US Naval Research Laboratory", "department": "" }, { "first_name": "Sangeet", "middle_name": "", "last_name": "Khemlani", "name_suffix": "", "institution": "US 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/28755/galley/18626/download/" } ] }, { "pk": 28797, "title": "The contrasting roles of shape in human vision and convolutional neural networks", "subtitle": null, "abstract": "Convolutional neural networks (CNNs) were inspired by hu-man vision and, in some settings, achieve a performance com-parable to human object recognition. This has lead to the spec-ulation that both systems use similar mechanisms to performrecognition. In this study, we conducted a series of simulationsthat indicate that there is a fundamental difference between hu-man vision and vanilla CNNs: while object recognition in hu-mans relies on analysing shape, these CNNs do not have sucha shape-bias. We teased apart the type of features selectedby the model by modifying the CIFAR-10 dataset so that, inaddition to containing objects with shape, the images concur-rently contained non-shape features, such as a noise-like mask.When trained on these modified set of images, the model didnot show any bias towards selecting shapes as features. In-stead it relied on whichever feature allowed it to perform thebest prediction – even when this feature was a noise-like maskor a single predictive pixel amongst 50176 pixels.", "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/12g3p0hn", "frozenauthors": [ { "first_name": "Gaurav", "middle_name": "", "last_name": "Malhotra", "name_suffix": "", "institution": "University of Bristol", "department": "" }, { "first_name": "Jeffrey", "middle_name": "", "last_name": "Bowers", "name_suffix": "", "institution": "University of Bristol", "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/28797/galley/18668/download/" } ] }, { "pk": 28777, "title": "The critical moment is coming: Modeling the dynamics of suspense", "subtitle": null, "abstract": "Suspense is an affective state that contributes to our enjoy-ment of experiences such as movies and sports. Ely, Frankel,and Kamenica (2015) proposed a formal definition of suspensewhich depends on the variance of subjective future beliefsabout an outcome of interest (e.g., winning a game). In orderto evaluate this theory, we designed a task based on the cardgame Blackjack where a variety of suspense dynamics can beexperimentally induced. By presenting participants with iden-tical sequences of information (i.e., card draws), but manip-ulating contextual knowledge (i.e., their understanding of therules of the game) we were able to show that self-reported sus-pense follows the predictions of the model. Follow-up modelcomparison further showed an advantage for the “suspense asvariance of future beliefs” account over a number of alterna-tive definitions of suspense, including some that depend onlyon current uncertainty (not the future). This paper is an initialattempt to link aspects of formal models of information anduncertainty with affective cognitive states.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "suspense; affect; prediction; expectation; proba-bilistic modelling" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84z6w4n8", "frozenauthors": [ { "first_name": "Zhi-Wei", "middle_name": "", "last_name": "Li", "name_suffix": "", "institution": "New York University", "department": "" }, { "first_name": "Neil", "middle_name": "R.", "last_name": "Bramley", "name_suffix": "", "institution": "University of Edinburgh", "department": "" }, { "first_name": "Todd", "middle_name": "M.", "last_name": "Gureckis", "name_suffix": "", "institution": "New York University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28777/galley/18648/download/" } ] }, { "pk": 29156, "title": "The dark side of conceptual metaphor", "subtitle": null, "abstract": "Zhu (2017) used the implicit association test (IAT) to assess metaphorical alignment between concepts such as black andwhite and good and evil. Here we asked whether self-identified Black people have similar metaphoric alignments as thosewho identify as White. In an initial experiment, we tested pairwise metaphoric associations between black and white, dirtyand clean, and good and evil. Measured strength of the 3 alignment pairings for these 3 sets of concepts was statistically thesame among Black participants as that measured by Zhu for white participants. In a follow-up experiment, we comparedself-identified Black and White participants IAT-scores for race (i.e., faces) and for color (i.e., chess pieces) IATs. ForWhite participants, mean strength of white-positive alignment was identical for race and color; Black participants showedonly slight white-positive bias for race IATs, and an intermediate level of white-positive bias for color IATs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4vh3f8r2", "frozenauthors": [ { "first_name": "Frank", "middle_name": "", "last_name": "Durgin", "name_suffix": "", "institution": "Swarthmore College", "department": "" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Lewis", "name_suffix": "", "institution": "Swarthmore 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/29156/galley/19027/download/" } ] }, { "pk": 28515, "title": "The Decision Science of Voting: Behavioral Evidence of Factors in Candidate\nValuation", "subtitle": null, "abstract": "Despite decision science have increased our understanding of\nhuman decision-making in different contexts, voters’ decision has\nbeen studied less from this point of view. Therefore, we\ninvestigated, how electorate- and candidate-related factors affect\nelectorate’s (N=1334) valuation to the Prime Minister candidates\n(N=11) on the multiparty democracy. Electorates valuated\ncandidates individually and through pairwise candidate comparison.\nWe collected the data by using anonymous questionnaire and sent it\nvia mass emailing and social media. We applied linear mixed-effects\nand Bayesian network models to analyze the data. Electorate-related\nvariable Valence and candidate-related variables Trustworthiness\nand Righteousness was found as the strongest main effects. The\npairwise analysis comparison highlighted voters’ personal\ncharacteristic. In particular, the interactions associated to valence,\narousal and gender had high effect only in pairwise comparisons.\nOur results suggest that the pairwise comparisons - which is typical\nfor elections, e.g., in USA - highlights the importance of emotional\nand gender-related factors.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "decision making; politics: valuation; voting; linear\nmixed-effects model; Bayesian networks" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36t9094m", "frozenauthors": [ { "first_name": "Janne", "middle_name": "", "last_name": "Kauttonen", "name_suffix": "", "institution": "Laurea University of Applied Sciences,", "department": "" }, { "first_name": "Jyrki", "middle_name": "", "last_name": "Suomala", "name_suffix": "", "institution": "Laurea University of Applied Sciences,", "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/28515/galley/18386/download/" } ] }, { "pk": 28856, "title": "The Design of the Learning Environment Shapes Preschoolers’ Causal Inference", "subtitle": null, "abstract": "In the present study, we examine whether the design of thelearning environment can impact causal inference in veryyoung children. Specifically, we assess whether the physicalfeatures of a novel toy can facilitate children’s recognition ofan abstract, relational hypothesis (same-different) that theytypically fail to discover. Three-year-olds were presented withan identical pattern of evidence that was consistent with arelational hypothesis (i.e., pairs of same or different blockscause a toy to activate) using one of two causal toys. In thestandard condition, blocks were placed in pairs on top of thetoy, while in the relational condition, each block was placedinside one of two transparent openings on either side of thetoy. The physical design of the latter toy was intended tohighlight the relationship between pairs of blocks. Resultssuggest that even 3-year-olds’ causal inferences are sensitiveto design, with children in the relational condition more likelyto infer the abstract relation than those in the standard case.These results provide strong evidence that design serves as aconstraint on causal inference in early childhood. Findings arediscussed in terms of their implications for creating intuitivelearning environments for young children.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; causal inference; relationalreasoning; learning environments; design" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9wn7z1bn", "frozenauthors": [ { "first_name": "Alexandra", "middle_name": "", "last_name": "Rett", "name_suffix": "", "institution": "University of Cailfornia, San Diego", "department": "" }, { "first_name": "Elizabeth", "middle_name": "", "last_name": "Bonawitz", "name_suffix": "", "institution": "Rutgers University", "department": "" }, { "first_name": "Caren", "middle_name": "", "last_name": "Walker", "name_suffix": "", "institution": "University of Cailfornia, San Diego", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28856/galley/18727/download/" } ] }, { "pk": 29225, "title": "The Development of Children’s Understanding of Arguments by Analogy", "subtitle": null, "abstract": "Analogical reasoning allows humans to make inferences about novel experiences and transfer learning across contexts.There is substantial literature on how analogical reasoning develops, but less is known about how children understand acommon use of analogyargument by analogy. Considering the importance argument by analogy plays in politics and thelaw, we examined the developmental trajectory of the ability to understand arguments by analogy. We measured childrens(N = 128, ages 3-12 years old) performance on a commonly used analogical reasoning task (i.e., a picture-mapping task;see Richland et al., 2006) and their understanding of arguments by analogy. We found that at age 4, children have asmuch difficulty understanding arguments by analogy as they do performing a picture-mapping task. However, by age five,childrens performance improves more rapidly in an argument by analogy task compared to a picture-mapping task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4qn960dw", "frozenauthors": [ { "first_name": "Nicole", "middle_name": "", "last_name": "Lobo", "name_suffix": "", "institution": "Arizona State University", "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/29225/galley/19096/download/" } ] }, { "pk": 29294, "title": "The development of compound word processing in young children", "subtitle": null, "abstract": "Hirose & Mazuka (2015 & 2017) demonstrate that Japanese speaking adults and first graders both show anticipatorycompound processing, using the language-specific compound accent rule (=CAR). That is, six- to seven-year-old childrencan exploit compound prosody to disambiguate the structure and meaning of a given compound. However, we do notknow exactly when and how children start exploiting the CAR to properly comprehend compounds. Thus, we investi-gated Japanese-speaking childrens acquisition of the CAR and their development of compound processing. We conductedlongitudinal experiments using compound comprehension tasks on 65 Japanese-speaking children aging from two- to four-years. We found that childrens compound processing strategies changed after their acquiring the CAR. Before acquiringit, children could not identify the compound head; instead they showed a language-general parsing preference for theleft-most part of a compound. Our results suggest that childrens acquisition of the language-specific CAR enables theircompound processing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7r82j04s", "frozenauthors": [ { "first_name": "Takayo", "middle_name": "", "last_name": "Sugimoto", "name_suffix": "", "institution": "Aichi 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/29294/galley/19165/download/" } ] }, { "pk": 29240, "title": "The Development of Reasoning About Abductive, Inductive and DeductiveConditionals", "subtitle": null, "abstract": "Conditionals are statements of the form ”If P, Then Q”. Reasoning about conditionals is a core component of humancognition. However, studies of how adults and children interpret and use conditionals have highlighted discrepancies be-tween human reasoning and logic inference rules. Recently, Douven and Verbrugge (2010) have found that a classificationof conditionals based on the type of inferential connection between the antecedent and the consequent (e.g., deductive,inductive and abductive conditionals) allowed for a finer analysis of adult conditional reasoning. Do these findings ex-tend to child conditional reasoning? We report a study (N=200, ages 4 to 11) that examines how performance in modusponens and modus tollens tasks depends on the type of conditional embedded in the argument. These results will shedlight on how the development of conditional reasoning in children is sensitive to the nature of the inferential relationshipof conditionals.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2jt408bj", "frozenauthors": [ { "first_name": "Patricia", "middle_name": "", "last_name": "Mirabile", "name_suffix": "", "institution": "Sorbonne Universit", "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/29240/galley/19111/download/" } ] }, { "pk": 29260, "title": "The Diagram Disconnect: An Examination of Note-Taking Behaviors In CollegeStudents", "subtitle": null, "abstract": "Note-taking in college courses is prevalent yet often ineffective. One potential reason is a disconnect between the infor-mation in lectures and that recorded in notes. Whereas science-based lectures frequently include diagrams, students notesoften fail to include them. This disconnect likely inhibits learning and may be exacerbated by digital note-taking. We in-vestigated students note-taking during two mini neuroscience lectures and its relation to recall. Students were assigned todiagram presence (diagram embedded in notes for first or second lecture) and note-taking method (typed or handwritten)conditions. Students recalled more in the diagram first condition. There was no recall difference based on note-takingmethod. Including diagrams in notes for the first lecture likely primed participants to attend to diagrams in the subsequentlecture, helping them realize the importance of the diagram. The lack of a note-taking method effect is inconsistent withpast research, but may reflect increasing use of digital note-taking.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6qj5j0hv", "frozenauthors": [ { "first_name": "Blaire", "middle_name": "", "last_name": "Porter", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Julia", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Hilary", "middle_name": "", "last_name": "Miller", "name_suffix": "", "institution": "Emory University", "department": "" }, { "first_name": "Patricia", "middle_name": "J.", "last_name": "Bauer", "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/29260/galley/19131/download/" } ] }, { "pk": 28884, "title": "The Director Task Fails to Differentiate Young Adult Theory of Mind Abilities:An IRT Analysis", "subtitle": null, "abstract": "The goal of the present study was to demonstrate the potentialapplication of Item Response Theory (IRT) outside itstraditional use in assessing questionnaires by applying it todata from behavioural task. We did this by validating aperspective taking task called the Director Task used to assessTheory of Mind (ToM) abilities in young adults. IRT andconvergent validity analyses indicated that, contrary to ourhypotheses, the Director Task had an unduly narrow range ofresponding for measuring ToM. Furthermore, the DirectorTask did not correlate with other established measures ofToM. Our results suggest that the task should be used withcaution when assessing a young adult population.Furthermore, since convergent validity was not established, itis uncertain what specifically the task measures. Overall, weshow how IRT may serve as a useful tool in evaluatingbehavioural measures.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Theory of mind" }, { "word": "Item Response Theory" }, { "word": "DirectorTask" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5zw2123w", "frozenauthors": [ { "first_name": "Mikhail", "middle_name": "", "last_name": "Sokolov", "name_suffix": "", "institution": "Carleton University", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Logan", "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/28884/galley/18755/download/" } ] }, { "pk": 28613, "title": "The Disappearing “Advantages of Abstract Examples in Learning Math”", "subtitle": null, "abstract": "When introducing a novel mathematical idea, should wepresent learners with abstract or concrete examples of thisidea? Considerable efforts have been made over the last decadeto settle this question in favor of either abstract or concreterepresentations. We contribute to this discussion through acritical replication and extension of a well-known study in thisarea. Whereas the target article argues for the generalsuperiority of abstract representations, we demonstrate thatseemingly minor modifications of the study design indicateotherwise. Our results suggest that the previously reported“advantage of abstract examples” manifested not becauseabstract examples are advantageous in general, but because theearlier studies utilized concrete examples that arepedagogically suboptimal.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mathematics education; examples; abstract versusconcrete; transfer of learning; replication" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7w94f25g", "frozenauthors": [ { "first_name": "Dragan", "middle_name": "", "last_name": "Trninic", "name_suffix": "", "institution": "ETH Zürich", "department": "" }, { "first_name": "Manu", "middle_name": "", "last_name": "Kapur", "name_suffix": "", "institution": "ETH Zürich", "department": "" }, { "first_name": "Tanmay", "middle_name": "", "last_name": "Sinha", "name_suffix": "", "institution": "ETH Zürich", "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/28613/galley/18484/download/" } ] }, { "pk": 28934, "title": "The Effect for Category Learning on Recognition Memory:\nA Signal Detection Theory Analysis", "subtitle": null, "abstract": "Previous studies have shown that category learning affects\nsubsequent recognition memory. However, questions remain\nas to how category learning affects discriminability during\nrecognition. In this three-stage study, we employed sets of\nsimulated flowers with category- and non-category-inclusion\nfeatures appearing with equal probabilities. In the learning\nstage, participants were asked to categorize flowers by\nidentifying the category-inclusion feature. Next, in the\nstudying stage, participants memorized a new set of flowers, a\nthird of which belonged to the learned category. Finally, in the\ntesting stage, participants received a recognition test with old\nand new flowers, some from the learned category, some from\na not-learned category, some from both categories, and some\nfrom neither category. We applied hierarchical Bayesian signal\ndetection theory models to recognition performance and found\nthat prior category learning affected both discriminability as\nwell as criterion bias. That is, people that learned the category\nwell, exhibited improved discriminability and a shifted bias\ntoward flowers from the learned relative to the not learned\ncategory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "category learning; recognition memory; signal\ndetection theory; Bayesian modeling" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61b7s161", "frozenauthors": [ { "first_name": "Siyuan", "middle_name": "", "last_name": "Yin", "name_suffix": "", "institution": "Duke University", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "O’Neill", "name_suffix": "", "institution": "Duke University", "department": "" }, { "first_name": "Timothy", "middle_name": "F.", "last_name": "Brady", "name_suffix": "", "institution": "University of California, San Diego", "department": "" }, { "first_name": "Felipe", "middle_name": "", "last_name": "De Brigard", "name_suffix": "", "institution": "Duke 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/28934/galley/18805/download/" } ] }, { "pk": 29244, "title": "The Effect of Alternative Outcomes on Perceived Counterfactual Closeness", "subtitle": null, "abstract": "Assessing the likelihood that a counterfactual event would have happened involves contrasting a factual outcome withthe counterfactual alternative. In many situations, the number of alternatives will influence the perceived closeness of aparticular alternative. For example, losers of a game in which participants guess which door conceals a prize will likelybelieve they were closer to winning when there were three doors compared to six. This reflects accurate probabilisticreasoning because more doors will be associated with a lower probability of winning. However, we test whether thenumber of alternatives has a unique influence on beliefs about counterfactual closeness. Experiments 1 and 2 show that,even when probability is held fixed, people believe counterfactual closeness decreases when there are more alternatives.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/640986kx", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Myers", "name_suffix": "", "institution": "Northwestern University", "department": "" }, { "first_name": "Lance", "middle_name": "", "last_name": "Rips", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29244/galley/19115/download/" } ] }, { "pk": 28948, "title": "The Effect of Chronic Regulatory Focus on Sampling Behavior and RiskyDecisions", "subtitle": null, "abstract": "Prior research on a possible role of regulatory focus orientation (Higgins, 1998) in financial decision-making has focusedon description-based tasks in which people receive explicit information about the characteristics of a decision problem apriori. However, relatively few real-world decisions resemble this type of laboratory task. Here, we examine how regu-latory focus orientation influences peoples decision behavior in an experience-based sampling paradigm (Hertwig et al.,2004), where people learn about the characteristics of a decision problem only through experience. We investigated ifindividuals chronic regulatory focus orientation (promotion-focus or prevention-focus) predicts process (sampling) andoutcomes (risky versus sure-thing choices) in a sampling paradigm task. Regulatory focus did not predict sampling behav-ior, nor the number of risky choices in the gain domain, but promotion focus orientation was correlated with the prevalenceof risky choices in the loss domain. Also, the big-5 personality trait of Openness was found to be related to number ofsampled outcomes for losses and to risky choices for gains.", "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/5tw1g3z1", "frozenauthors": [ { "first_name": "Lujain", "middle_name": "Al", "last_name": "Alamy", "name_suffix": "", "institution": "Columbia University", "department": "" }, { "first_name": "James", "middle_name": "E.", "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/28948/galley/18819/download/" } ] }, { "pk": 29122, "title": "The Effect of Graphics on Mind Wandering in Online Video Lectures", "subtitle": null, "abstract": "There is a rising interest in determining the most effective (i.e., the most conducive for learning) way to present onlinelecture information. The cognitive load model of multimedia learning suggests that learners are capacity limited. Lecturegraphics that are interesting but extraneous to the content (e.g., a celebrity), have been shown to impair comprehension ofthe material (i.e., the seductive detail effect). The seductive detail effect likely results from a lack of cognitive resourcesavailable to maintain attention. Across 2 experiments, the use of graphics was manipulated in a psychology online videolecture. We demonstrate no differences across conditions (i.e., no images, relevant images, and seductive images) in overallcomprehension and limited differences mind wandering behaviour.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7qw5q89f", "frozenauthors": [ { "first_name": "Laura", "middle_name": "", "last_name": "Bianchi", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Kristin", "middle_name": "", "last_name": "Wilson", "name_suffix": "", "institution": "University of Waterloo", "department": "" }, { "first_name": "Evan", "middle_name": "", "last_name": "Risko", "name_suffix": "", "institution": "University of Waterloo", "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/29122/galley/18993/download/" } ] }, { "pk": 29126, "title": "The Effect of Multiple Repetitions on Scanning in Long-Term Memory", "subtitle": null, "abstract": "Cognitive psychologists have hypothesized that episodic recall is caused by the recovery of a gradually-changing state ofspatiotemporal context. Little is known about the processes that cause successful recovery of this temporal context. Recentbehavioral evidence suggests that in continuous recognition tasks, the retrieval time necessary to recover a previous contextdepends on the recency of the memory. Previous work has found that the non-decision time to retrieve a memory goes upwith the logarithm of its recency. This suggests retrieval of temporal context proceeds via scanning along a compressedtimeline but also contradicts earlier work suggesting that recency affects the drift rate of retrieval more than the non-decision time. Here we explore the effect of multiple repetitions on this counterintuitive result in continuous recognition.Our results find that while repeating items speeds up the time to access a memory, the recency effect persists out to at leastfive repetitions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d02g1wj", "frozenauthors": [ { "first_name": "Ian", "middle_name": "", "last_name": "Bright", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "DiDomenica", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Rui", "middle_name": "", "last_name": "Cao", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Howard", "name_suffix": "", "institution": "Boston 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/29126/galley/18997/download/" } ] }, { "pk": 28994, "title": "The Effect of Semantic Diversity on Serial Recall for Words", "subtitle": null, "abstract": "We investigated whether semantic diversity (SemD) influences immediate serial recall for words. SemD was calculatedusing LSA to quantify semantic similarity across contexts in large corpus. We examined the effects of SemD and im-ageability, a classic semantic variable. Participants saw and recalled the 6-word list by typing out the words in correctserial order. Experiment 1 was conducted in the laboratory (N=40). There was no main effect of SemD or imageabilitybut exploratory analyses showed that SemD was modulated by list position and imageability. Among high-imageabilitywords, low-SemD words were better recalled in latter positions (4 & 5) of the list. Experiment 2 conducted online (N=44)replicated the results, showing better recall of low-SemD words in the high-imageability condition at Position 5. Thesefindings suggest that the availability of more semantic connections induces more competition between items, which im-pacts on performance later on in serial recall.", "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/2dz9z19v", "frozenauthors": [ { "first_name": "Yaling", "middle_name": "", "last_name": "Hsiao", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Matthew", "middle_name": "H.C.", "last_name": "Mak", "name_suffix": "", "institution": "University of Oxford", "department": "" }, { "first_name": "Kate", "middle_name": "", "last_name": "Nation", "name_suffix": "", "institution": "University of Oxford", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28994/galley/18865/download/" } ] }, { "pk": 28581, "title": "The effect of semantic relatedness on associative asymmetry in memory", "subtitle": null, "abstract": "We provide new evidence concerning two views of episodic associations: The independent associations hypothesis (IAH)posits that associations are unidirectional and separately modifiable links (AB; AB); the associative symmetry hypothesis(ASH) considers the association to be a holistic conjunction of A and B representations. While existing literature focuseson tests that compare the correlation of forward and backward associations and favors ASH over IAH, we provide thefirst direct evidence of IAH by showing that forward and backward associations are separately modifiable for semanti-cally related pairs. In two experiments, participants studied 30 semantically unrelated and 30 semantically related pairsintermixed in a single list, and then performed a series of up to eight cued-recall test cycles. All pairs were tested in eachcycle, and the testing direction (A-? or B-?) alternated between cycles. Consistent with prior research, unrelated pairsexhibited associative symmetry accuracy and response times improved gradually on each test, suggesting that testing inboth directions strengthened the same association. In contrast, semantically related pairs exhibited a stair-like pattern,where performance did not change from odd to even tests when the test direction changed; it only improved between testsof the same direction. We conclude that episodic associations can have either a holistic representation (ASH) or separatedirectional representations (IAH), depending on the semantic relatedness of their constituent items.", "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/1fv1n40m", "frozenauthors": [ { "first_name": "Vencislav", "middle_name": "", "last_name": "Popov", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Qiong", "middle_name": "", "last_name": "Zhang", "name_suffix": "", "institution": "Carnegie Mellon University", "department": "" }, { "first_name": "Griffin", "middle_name": "", "last_name": "Koch", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Regina", "middle_name": "", "last_name": "Calloway", "name_suffix": "", "institution": "University of Pittsburgh", "department": "" }, { "first_name": "Marc", "middle_name": "", "last_name": "Coutanche", "name_suffix": "", "institution": "University of Pittsburgh", "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/28581/galley/18452/download/" } ] }, { "pk": 28567, "title": "The effect of stimulus presentation time on bias: A diffusion-model based analysis", "subtitle": null, "abstract": "There are two main types of bias in simple decision tasks,response bias and stimulus bias. Response bias is a startinglevel of evidence in favor of a biased response, whereas stim-ulus bias is the evaluation of stimuli in favor of a biased re-sponse. Previous research typically dissociates between thesetwo types of bias. Some studies suggest that it can be diffi-cult to induce response bias without stimulus bias (Ratcliff &McKoon, 2008; van Ravenzwaaij, Mulder, Tuerlinckx, & Wa-genmakers, 2012). We used a two-alternative forced-choicebrightness discrimination task in which we manipulated thepresentation length of the stimuli. We analyzed the data witha hierarchical diffusion model. The results show an overall re-sponse bias, as well as stimulus bias that increases as stimuluspresentation time decreases. We argue that the results suggesta need to revise how stimulus bias is conceptualized throughthe drift rate parameter of the diffusion model.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "diffusion model; response bias; stimulus bias;prior bias; dynamic bias; drift criterion" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/93x6c0k4", "frozenauthors": [ { "first_name": "Jeremy", "middle_name": "", "last_name": "Ngo", "name_suffix": "", "institution": "University of New South Wales, Sydney", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Donkin", "name_suffix": "", "institution": "University of New South Wales, Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28567/galley/18438/download/" } ] }, { "pk": 29137, "title": "The effect of word-by-word presentation on reading of Chinese texts by nativeChinese readers and learners of Chinese as a second language", "subtitle": null, "abstract": "There are no spaces between words in Chinese texts and this can present a challenge in reading for learners of Chineseas a second/foreign language (CSL) and native Chinese alike. We designed a self-paced reading computer platform onwhich individual words were shown or highlighted successively as participants pressed the spacebar to read a text withoutword spaces. CSL learners could read faster in this way than the traditional way where the entirety of the unspaced textappeared as a whole. Native Chinese readers did not show such a beneficiary effect. The results support the ProcessingCost Hypothesis which states that word segmentation when reading unspaced texts consumes processing resources andtherefore saving the resources by providing segmentation cues could benefit readers only when processing resources areovertaxed under certain circumstances, e.g., reading difficult texts, under time pressure, for beginner readers, and forforeign learners.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/52x4q5sn", "frozenauthors": [ { "first_name": "Jenn-Yeu", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "National Taiwan Normal University", "department": "" }, { "first_name": "Yalin", "middle_name": "", "last_name": "Chuang", "name_suffix": "", "institution": "Nanya 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/29137/galley/19008/download/" } ] }, { "pk": 28806, "title": "The effects of changing the mental model of one’s body and sense of bodyownership on pain perception", "subtitle": null, "abstract": "The mental model of one’s body plays an important role in de-termining subsequent actions. We changed the mental modelusing visual information and observed the effects of suchchange on pain perception. These effects were compared tothe effects of changes in the sense of body ownership, which isthe sensation that something is a part of one’s own body. Someresearchers have shown that the sense of ownership is a factormodulating pain perception. In our experiments, we manipu-lated the visibility of participants’ limbs using Mixed Reality(MR) techniques and measured their perceived pain and feel-ings while observing their limbs. Results showed the sensationthat nothing can touch one’s limbs decreased the strength ofperceived pain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Sense of ownership" }, { "word": "body representation" }, { "word": "pain per-ception" }, { "word": "multimodality" }, { "word": "mixed reality" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/34m2m67b", "frozenauthors": [ { "first_name": "Miki", "middle_name": "", "last_name": "Matsumuro", "name_suffix": "", "institution": "Ritsumeikan University", "department": "" }, { "first_name": "Yuki", "middle_name": "", "last_name": "Miura", "name_suffix": "", "institution": "Ritsumeikan University", "department": "" }, { "first_name": "Fumihisa", "middle_name": "", "last_name": "Shibata", "name_suffix": "", "institution": "Ritsumeikan University", "department": "" }, { "first_name": "Asako", "middle_name": "", "last_name": "Kimura", "name_suffix": "", "institution": "Ritsumeikan 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/28806/galley/18677/download/" } ] }, { "pk": 29227, "title": "The Effects of Contextual Cues on the Learning of Prepositions", "subtitle": null, "abstract": "Language has the power to shape the way people organize their thoughts and concepts. Some concepts, like spatialwords, are categorized differently cross-linguistically. Conflicting language-to-concept mappings, such as the Spanishen translating to both in and on, may pose difficulty to Spanish speakers learning English. This study investigated howcontextual cues can help children learn prepositions. Three-year-olds were read preposition books that were arranged inone of two conditions: separation or control. The separation condition had each instance of in appear in one visual context(e.g., Bear put the apple in the box, blue page) and each instance of on appear in a separate context (e.g., Penguin put theball on the grass, green page). The control condition eliminated the contextual cues by presenting instances of in and onin both contexts. This study informs our understanding of strategies to improve the learning of spatial words in everydayadult-child interactions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/183222mz", "frozenauthors": [ { "first_name": "Michelle", "middle_name": "", "last_name": "Luna", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Sandhofer", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29227/galley/19098/download/" } ] }, { "pk": 28524, "title": "The Effects of Embodiment and Social Eye-Gaze in Conversational Agents", "subtitle": null, "abstract": "The adoption of conversational agents is growing at a rapidpace. Agents however, are not optimised to simulate key so-cial aspects of situated human conversational environments.Humans are intellectually biased towards social activity whenfacing more anthropomorphic agents or when presented withsubtle social cues. In this work, we explore the effects of simu-lating anthropomorphism and social eye-gaze in three conver-sational agents. We tested whether subjects’ visual attentionwould be similar to agents in different forms of embodimentand social eye-gaze. In a within-subject situated interactionstudy (N=30), we asked subjects to engage in task-orienteddialogue with a smart speaker and two variations of a socialrobot. We observed shifting of interactive behaviour by hu-man users, as shown in differences in behavioural and objec-tive measures. With a trade-off in task performance, socialfacilitation is higher with more anthropomorphic social agentswhen performing the same task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Human-Computer Interaction" }, { "word": "social agents" }, { "word": "con-versational artificial intelligence" }, { "word": "smart speakers" }, { "word": "social robots" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hv342vx", "frozenauthors": [ { "first_name": "Dimosthenis", "middle_name": "", "last_name": "Kontogiorgos", "name_suffix": "", "institution": "KTH Royal Institute of Technology", "department": "" }, { "first_name": "Gabriel", "middle_name": "", "last_name": "Skantze", "name_suffix": "", "institution": "KTH Royal Institute of Technology", "department": "" }, { "first_name": "Andre", "middle_name": "", "last_name": "Pereira", "name_suffix": "", "institution": "KTH Royal Institute of Technology", "department": "" }, { "first_name": "Joakim", "middle_name": "", "last_name": "Gustafson", "name_suffix": "", "institution": "KTH Royal 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/28524/galley/18395/download/" } ] }, { "pk": 29316, "title": "The effects of object motion observations on physical prediction", "subtitle": null, "abstract": "People use knowledge about physical objects to predict and plan their actions, but this knowledge about objects can bedirectly perceived or simply inferred. In this experiment, participants chose the direction to shoot computerized cannonsto hit targets. These cannons differed in how fast they shot the cannonball, but participants could learn this informationeither from observing the full trajectory of a prior shot, or just observing the outcome. While the cannonballs initial speedcan be determined from the end state alone, additional information in the full trajectory might improve these estimates.We find that performance is only worse in the end-state trials if these trials were tried first; if participants judged the fulltrajectory trials first, their performance did not decline on the end-state trials. We explore this order effect using a modelof noisy physical inference that assumes learning from prior trial blocks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5fd2w0jb", "frozenauthors": [ { "first_name": "Moyuru", "middle_name": "", "last_name": "Yamada", "name_suffix": "", "institution": "Fujitsu Laboratories Ltd.", "department": "" }, { "first_name": "Kevin", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Josh", "middle_name": "", "last_name": "Tenenbaum", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29316/galley/19187/download/" } ] }, { "pk": 29130, "title": "The Effects of Video Interviews on Perceptions of Applicant Quality", "subtitle": null, "abstract": "Previous research has shown that job candidates are rated significantly higher if evaluators are allowed to listen to theirpitches rather than just reading the transcript (Schroeder & Epley, 2015). That research did not find any additional benefitfrom seeing the candidate on video, but did not examine whether watching a video interview was different from watchingan interview in-person. Our experiment had 50 participants watch a mock interview in-person while 50 other participantswatched the same interviews ostensibly through a live video feed in another room. Those who watched through video ratedthe job applicant significantly lower on all measured dimensions including agency, hireability, and intellect. These findingsindicate that job applicants who are interviewed through a video-conference service or whose interviews are recorded andwatched later are at a significant disadvantage to those who can be observed live. Potential causes and ameliorations ofthese effects are discussed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/158612ds", "frozenauthors": [ { "first_name": "Devin", "middle_name": "", "last_name": "Burns", "name_suffix": "", "institution": "Missouri University of Science & Technology", "department": "" }, { "first_name": "Denise", "middle_name": "", "last_name": "Baker", "name_suffix": "", "institution": "Missouri University of Science & Technology", "department": "" }, { "first_name": "Clair", "middle_name": "", "last_name": "Kueny", "name_suffix": "", "institution": "Missouri University of Science & Technology", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Jordan", "name_suffix": "", "institution": "Missouri University of Science & 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/29130/galley/19001/download/" } ] }, { "pk": 28621, "title": "The End’s in Plain Sight: Implicit Association of Visual and Conceptual\nBoundedness", "subtitle": null, "abstract": "What are the categorical distinctions shared between\nconceptual and visual representations? One distinction may\nbe between bounded and unbounded entities. Previous\nresearch in sign language has shown that even non-signers\nassociate signs with repetitive motion with atelic verbs, such\nas “run”, and signs with sudden motion with telic verbs, such\nas “arrive”. In our first study, we show this distinction holds\neven when the visual stimuli depicted bear no intrinsic\nlinguistic reference: we used non-linguistic random dot\nmotions. In our second study, we demonstrate this association\noccurs spontaneously, even when subjects are not making\nexplicit semantic judgments about verbs. We use a cross-\nmodal lexical decision task in which verbs and non-words\nappear superimposed on bounded or unbounded dot stimuli.\nWe find congruency when the motion boundedness matches\nthe conceptual boundedness of the verb. Together, these\nstudies provide evidence for an automatic link between visual\nand conceptual boundedness in the mind.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "telicity; motion perception; visual boundedness" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/72g2193c", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "", "last_name": "Wehry", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Alon", "middle_name": "", "last_name": "Hafri", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Trueswell", "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/28621/galley/18492/download/" } ] }, { "pk": 28468, "title": "The everyday statistics of objects and their names: How word learning gets its start", "subtitle": null, "abstract": "A key question in early word learning is how infants learn their\nfirst object names despite a natural environment thought to\nprovide messy data for linking object names to their referents.\nUsing head cameras worn by 7 to 11-month-old infants in the\nhome, we document the statistics of visual objects, spoken\nobject names, and their co-occurrence in everyday meal time\nevents. We show that the extremely right skewed frequency\ndistribution of visual objects underlies word-referent co-\noccurrence statistics that set up a clear signal in the noise upon\nwhich infants could capitalize to learn their first object names.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "word learning; natural statistics; egocentric vision" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6hc8s9qn", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "M.", "last_name": "Clerkin", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Linda", "middle_name": "B.", "last_name": "Smith", "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/28468/galley/18339/download/" } ] }, { "pk": 28571, "title": "The Evolutionary Dynamics of Cooperation in Collective Search", "subtitle": null, "abstract": "How does cooperation arise in an evolutionary context? We ap-proach this problem using a collective search paradigm whereinteractions are dynamic and there is competition for rewards.Using evolutionary simulations, we find that the unconditionalsharing of information can be an evolutionary advantageousstrategy without the need for conditional strategies or explicitreciprocation. Shared information acts as a recruitment sig-nal and facilitates the formation of a self-organized group.Thus, the improved search efficiency of the collective bestowsbyproduct benefits onto the original sharer. A key mecha-nism is a visibility radius, where individuals have uncondi-tional access to information about neighbors within a lim-ited distance. Our results show that for a variety of initialconditions—including populations initially devoid of prosocialindividuals—and across both static and dynamic fitness land-scapes, we find strong selection pressure to evolve uncondi-tional sharing.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Collective search; cooperation; evolutionary sim-ulations; pseudo-reciprocity; prosociality; swarm intelligence" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9z96v7js", "frozenauthors": [ { "first_name": "Alan", "middle_name": "N.", "last_name": "Tump", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Charley", "middle_name": "M.", "last_name": "Wu", "name_suffix": "", "institution": "Max Planck Institute for Human Development", "department": "" }, { "first_name": "Imen", "middle_name": "", "last_name": "Bouhlel", "name_suffix": "", "institution": "Universit ́e Cˆote d’Azur", "department": "" }, { "first_name": "Robert", "middle_name": "L.", "last_name": "Goldstone", "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/28571/galley/18442/download/" } ] }, { "pk": 28674, "title": "The Explanatory Value of Mathematical Information in EverydayExplanations", "subtitle": null, "abstract": "With two experiments, we begin an inquiry into theperceived explanatory value of mathematical entities ineveryday explanations. This work is motivated by aphilosophical debate about the role mathematical entitiesplay in explanation. Simply put, are the mathematicalentities themselves explanatory, or is mathematical talkelliptical or shorthand for talk about the physical entities weare concerned with? Across the two experiments, we foundclear evidence that situational factors affected how themathematical entities were considered. However, whenthose situational factors are accounted for, participantstended to see more explanatory value for mathematicalentities that point to other objects involved in the explanationas opposed to mathematical entities that assume theexplanatory role themselves.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "explanation; mathematical explanation;indispensability argument; nominalism; platonism" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3v95n59r", "frozenauthors": [ { "first_name": "Seth", "middle_name": "", "last_name": "Chin-Parker", "name_suffix": "", "institution": "Denison University", "department": "" }, { "first_name": "Sam", "middle_name": "", "last_name": "Cowling", "name_suffix": "", "institution": "Denison University", "department": "" }, { "first_name": "May", "middle_name": "", "last_name": "Mei", "name_suffix": "", "institution": "Denison 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/28674/galley/18545/download/" } ] }, { "pk": 28466, "title": "The First Crank of the Cultural Ratchet:Learning and Transmitting Concepts through Language", "subtitle": null, "abstract": "Human knowledge accumulates over generations, amplifyingour individual learning abilities. What is the mechanism ofthis accumulation? Here, we explore how language allows ac-curate transmission of conceptual knowledge. We introduce anovel experimental paradigm that allows direct comparison oflearning from examples and learning from language. In ourexperiment, a teacher first learns a Boolean concept from ex-amples; they then communicate this concept to a student in afree conversation; finally, we test both teacher and student onthe same transfer items. We find that learning from languageis both sufficient and efficient: Students achieve accuracy veryclose to their teachers, while studying for less time. We thenexplore the language used by teachers and find heavy relianceon generics and quantifiers. Taken together, these results sug-gest that cultural accumulation of conceptual knowledge arisesfrom the ability of language to directly convey generalizations.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "concept learning; cultural ratchet; communi-cation" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/39d347bk", "frozenauthors": [ { "first_name": "Sahil", "middle_name": "", "last_name": "Chopra", "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": "Noah", "middle_name": "D.", "last_name": "Goodman", "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/28466/galley/18337/download/" } ] }, { "pk": 28472, "title": "The Goal Bias in Language and Memory: Explaining the Asymmetry", "subtitle": null, "abstract": "In language, speakers are more likely to mention the goals, orendpoints, of motion events than they are to mention sources,or starting points (e.g. Lakusta & Landau, 2005). Thisphenomenon has been explained in cognitive terms, but mayalso be affected by discourse-communicative factors: Forparticipants in prior work, sources can be characterized asgiven, already-known information, while goals are new,relevant information to communicate. We investigate to whatextent the goal bias in language (and memory) is affected whenthe source is or is not in common ground between speaker andhearer, and thus whether it is discourse-given or -new. We findthat the goal bias in language is severely diminished whensource and goal are discourse-new. We suggest that the goalbias in language can be attributed to discourse-communicativefactors in addition to any cognitive goal bias. Discourse factorscannot fully account for the bias in memory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Source-Goal Asymmetry; Language Production;Goal bias; Discourse; Common Ground" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0rj0d760", "frozenauthors": [ { "first_name": "Monica", "middle_name": "L.", "last_name": "Do", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Anna", "middle_name": "", "last_name": "Papafragou", "name_suffix": "", "institution": "University of Delaware", "department": "" }, { "first_name": "John", "middle_name": "", "last_name": "Trueswell", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28472/galley/18343/download/" } ] }, { "pk": 28673, "title": "The Goal-Dependent Nature of Automatic Semantic Priming", "subtitle": null, "abstract": "Despite the fact that priming is one of the most studiedphenomena in cognitive psychology, many questions remainabout exactly when, why and under what task conditions weought to observe priming in the lab, and what types ofrelationships between words or concepts reliably lead topriming. This project contrasted two priming experimentswhere the primary manipulation was the decision the subjectswere making about words (as well as manipulating otherfactors, like relatedness proportion, known to affect priming).We found evidence that: 1) automatic priming forsemantically related words does happen under someconditions, but 2) semantic priming, and whether it happensindependent of association, is dependent on the task in whichparticipants are engaged. These results provide evidence forthe context sensitive nature of the activation of semanticmemory.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Semantic memory; Semantic Priming;Associative Priming; Goals; Explicit Awareness" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1bw7x538", "frozenauthors": [ { "first_name": "Lin", "middle_name": "Khern A.", "last_name": "Chia", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" }, { "first_name": "Jon", "middle_name": "A.", "last_name": "Willits", "name_suffix": "", "institution": "University of Illinois at Urbana-Champaign", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28673/galley/18544/download/" } ] }, { "pk": 28505, "title": "The impact of anecdotal information on medical decision-making", "subtitle": null, "abstract": "In prior research, arguments using both anecdotal andstatistical evidence are more persuasive than arguments usingeither alone (Allen, Bruflat, Fucilla, Kramer, McKellips,Ryan, & Spiegelhoff, 2000; Hornikx, 2005). However, it isless clear how people integrate information when the statisticsand the anecdotes present conflicting information. In threepreregistered experiments, we tested how people integrateconflicting information to judge the efficacy of a medicine ina clinical trial. Participants read either an anecdote fromsomeone in the trial, summary statistics about the trial, orboth types of information. We found that reading an anecdotefrom a member of the trial for whom treatment wasineffective reduced people’s beliefs in a medical treatmenteven when participants received strong evidence that thetreatment was effective. In Experiment 3, we found thatintroducing icon arrays increased the perceived efficacy of thetreatment but did not eliminate the effect of the anecdote.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "anecdotal reasoning; medical decision-making;open science" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fq0q578", "frozenauthors": [ { "first_name": "Sara", "middle_name": "", "last_name": "Jaramillo", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Horne", "name_suffix": "", "institution": "Arizona State University", "department": "" }, { "first_name": "Micah", "middle_name": "", "last_name": "Goldwater", "name_suffix": "", "institution": "The University of Sydney", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28505/galley/18376/download/" } ] }, { "pk": 29168, "title": "The impact of frequency on the evolution of category systems", "subtitle": null, "abstract": "How do category systems reflect the information content of their environments? One basic kind of information in a lin-guistic environment is the frequency of objects or meanings: some things are just spoken about more often than others. Agreat deal is known about frequency effects on the evolution of lexical items (e.g. Lieberman et al, 2007); however anal-ogous effects on category systems are not understood. Two theories point in opposite directions: the generalized contextmodel (Nosofsky, 2011) predicts that categories containing high-frequency items will expand over time, while informationtheory (Cover & Thomas, 2012) predicts tighter boundaries around high-frequency items. We explore the impact of fre-quency on the evolution of category systems over time in an iterated category learning experiment that manipulates objectfrequency. How does this manipulation affect category boundaries? Does the result change if transmission is betweendifferent individuals or within the same person over time?", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4p39z034", "frozenauthors": [ { "first_name": "Vanessa", "middle_name": "", "last_name": "Ferdinand", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Charles", "middle_name": "", "last_name": "Kemp", "name_suffix": "", "institution": "University of Melbourne", "department": "" }, { "first_name": "Amy", "middle_name": "", "last_name": "Perfors", "name_suffix": "", "institution": "University of Melbourne", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29168/galley/19039/download/" } ] }, { "pk": 28745, "title": "The Impact of Meta-memory Judgments on Undergraduate’s Learning andMemory Performance.", "subtitle": null, "abstract": "We examined if using meta-memory judgments to controlrestudy choices has a positive impact on undergraduatestudents’ memory performance, or whether simply makingmeta-memory judgments improved memory performance. 72undergraduates at the University of Exeter were randomlydivided into three groups. Participants in group A, had a chanceto make meta-memory judgments and restudied the words theychose (self- selection). Participants in group B, also mademeta-memory judgments, but restudy for this group wasmatched to that of Group A (control 1). Group C did not havea chance to make meta-memory judgments and were alsomatched to Group A for restudy opportunities (control 2). Theresults indicated that making meta-memory judgments had apositive overall impact on memory performance ifundergraduates were allowed to control their restudyopportunities. Groups B and C showed no differences inmemory performance, which means that making meta-memoryjudgments did not automatically improve memoryperformance. Group A restudied more of the words that theyhad rated as least well learned, and there were no significantdifferences between groups on test for the restudied words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Meta-memory Judgment (MJ)" }, { "word": "Restudy Choices" }, { "word": "learning" }, { "word": "Memory." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/47j9f2w3", "frozenauthors": [ { "first_name": "Salwa", "middle_name": "Ali H", "last_name": "Humsani", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Ciro", "middle_name": "", "last_name": "Civile", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "I. P.L.", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28745/galley/18616/download/" } ] }, { "pk": 29033, "title": "The impact of sequences on the learning of contingencies at UK traffic lights", "subtitle": null, "abstract": "Previous work has found that the contingencies experienced at UK traffic lights can affect drivers behavior potentiallyleading to risky driving. However, these studies did not account for the sequences experienced at traffic lights. Thisexperiment seeks to rectify this. As with previous research we used an incidental go/no-go task in which colored shapeswere stochastically predictive of whether a response was required. The stimuli encoded the contingencies of traffic lightsand their appropriate response, for example, stimuli G was a go cue, mimicking the response to a green light. Crucially,cues were displayed in the sequences experienced at traffic lights. Supporting earlier work, the 50/50 cue that mimickedamber traffic lights was experienced as a go cue, and the stop cue that represented red lights was responded to as a neutralcue. The sequences seemed to enhance this pattern of learning with much larger effect sizes than previously found.", "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/16f5d6x2", "frozenauthors": [ { "first_name": "William", "middle_name": "G.", "last_name": "Nicholson", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "Ciro", "middle_name": "", "last_name": "Civile", "name_suffix": "", "institution": "University of Exeter", "department": "" }, { "first_name": "IPL", "middle_name": "", "last_name": "McLaren", "name_suffix": "", "institution": "University of Exeter", "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/29033/galley/18904/download/" } ] }, { "pk": 28979, "title": "The Impact of Speech Complexity on Preschooler Attention, Speaker Preference,and Learning", "subtitle": null, "abstract": "How do children decide what speech to tune into and learn from? We extend the idea that learners preferentially attend tostimuli at an intermediate level of complexity to the domain of spoken language. Preschoolers (2.5-6.5 years in Exp.1 and3.5-5.5 years in Exp. 2) watched two speakers alternate narrating pages of a textless picture book, before selecting whothey wanted to hear finish the story. We manipulated the complexity of the narrators speech, such that the SIMPLE speakerused earlier-acquired words than the COMPLEX speaker. In Experiment 1, both speakers introduced rare target wordsthat children were later tested on. While children learned an impressive number of them, the inclusion of these rare wordsmay have made both speech streams too complex for children to show a systematic preference for one over the other.In Experiment 2, we narrowed our age range, and amplified the contrast in complexity between the two speech streams.Preliminary results suggest that children discriminated between the two levels of complexity, systematically selecting thesimpler speaker to finish the story. These results suggest that preschoolers can track the relative complexity of differentlinguistic inputs, opening the possibility that they may actively direct their attention toward linguistic input that is moreappropriate for them.", "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/8f758996", "frozenauthors": [ { "first_name": "Ruthe", "middle_name": "", "last_name": "Foushee", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Mahesh", "middle_name": "", "last_name": "Srinivasan", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" }, { "first_name": "Fei", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "University of California, Berkeley", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28979/galley/18850/download/" } ] }, { "pk": 29305, "title": "The Importance of Explanations in Guided Science Activities", "subtitle": null, "abstract": "This study examined whether embedding explanations in guided activities promotes conceptual change about a physicalscience concept. One common misconception that children have is that heavy objects fall at a faster rate than light ones.We used a pre-, post-, and delay test design to address this misconception. Forty 5-year-old children were assigned to oneof two conditions: a guided play activity that included an explanation about gravity, or the same guided play activity butwith no explanation provided. Childrens explanations improved immediately at post-test (p =.001, 95% CI [0.58, 2.33])and after a one-week delay test (p ¡.001, 95% CI [1.23, 2.95]) when the explanation about gravity was embedded in theactivity. There was no improvement at post-test (p =.36) or delay-test (p =.93) when children completed the activity only.This study shows that conceptually rich explanations are an effective pedagogical tool for promoting belief revision inchildren.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gj9110k", "frozenauthors": [ { "first_name": "Vaunam", "middle_name": "", "last_name": "Venkadasalam", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Larsen", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Patricia", "middle_name": "", "last_name": "Ganea", "name_suffix": "", "institution": "University of Toronto", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29305/galley/19176/download/" } ] }, { "pk": 28453, "title": "The Importance of Morally Satisfying Endings: Cognitive Influences on Storytellingin Gillian Flynn’s Gone Girl", "subtitle": null, "abstract": "Peak End Rule (Kahneman, 1993; 2011) suggests that the averageof the peak and end moments of an event disproportionately affectmemory and thus perception of the experience. We investigatePER’s application to the experience of reading fiction. GillianFlynn’s Gone Girl (2012) is an ideal case study because it iscommercially popular but, unlike most popular novels, has adistinctly amoral ending. We hypothesize that humans expect moralpayoffs at the end of narrative fiction, and that when theseexpectations are not met (i.e., pain at the end of the experience), asin the case of Gone Girl, readers’ perceptions of the story will beinfluenced by this pain and manifest as disappointment and dislike.We reference existing models in evolutionary psychology, whichseek to explain human altruism, and models in cognitive science,which seek to explain patterns in memory and assessment. Toquantify disappointment and dislike, we conduct a programmaticcorpus linguistic analysis of 40,000 web-scraped Amazon productreviews of Gone Girl, comparing them to reviews of eight othersimilarly popular novels from the same year. Results show thatreader sentiments about Gone Girl, both the overall review ratingsand analysis on a sentence-by-sentence basis, are more positive thanfor the comparison novels. When only reviews mentioning “end”are analyzed, however, the effect reverses, with a similar finding atthe more granular level of sentences mentioning “end.” Thesefindings support our hypothesis that moral endings, or lack thereof,significantly shape reader perceptions of a novel.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "peak end rule; narrative endings; sentimentanalysis; corpus linguistics; web scraping; Amazon productreviews; morality in narrative; evolutionarily stable systems;social cooperation; Gone Girl" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4tj9p7gn", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "G. P.", "last_name": "Binau", "name_suffix": "", "institution": "Pomona College", "department": "" }, { "first_name": "Robin", "middle_name": "J.", "last_name": "Melnick", "name_suffix": "", "institution": "Pomona College", "department": "" }, { "first_name": "Jack", "middle_name": "I.", "last_name": "Abecassis", "name_suffix": "", "institution": "Pomona 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/28453/galley/18324/download/" } ] }, { "pk": 28771, "title": "The Inductive Benefit of Being Far Out: How Spatial Location of Evidence\nImpacts Diversity-based Reasoning", "subtitle": null, "abstract": "Inductive reasoning is constrained by several principles that\ngovern how we choose to generalize evidence to new cases. Here\nwe focus on diversity principle of induction, which describes the\ntendency to favor inductive arguments that include a diverse\nsample of evidence over those that include a homogenous sample\nof evidence. Several studies reveal that adherence to the diversity\nprinciple is influenced by a range of conceptual processes, such\nas an individuals’ prior knowledge or expectations about the\ncategories and properties represented in the evidence. In the two\nexperiments reported here we examined a contextual factor of the\navailable evidence – the spatial separation of evidence exemplars\n– that we expected would impact how people reason about\ndiverse samples. We found that when the pictures (Experiment 1)\nor labels (Experiment 2) used to represent evidence exemplars\nwere presented far apart (approximately 10 cm), participants\nshowed a greater willingness to endorse arguments with diverse\nexemplars than those with homogenous sample, relative to when\nthese exemplars were placed in close proximity (approximately 1\ncm apart). We discuss these results as they relate to existing\nmodels of induction.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Inductive reasoning; Generalization; Diversity\nprinciple; Situated cognition" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2dc6b689", "frozenauthors": [ { "first_name": "Chris", "middle_name": "A.", "last_name": "Lawson", "name_suffix": "", "institution": "University of Wisconsin – Milwaukee", "department": "" }, { "first_name": "Noah", "middle_name": "", "last_name": "Wolfe", "name_suffix": "", "institution": "University of Wisconsin – Milwaukee", "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/28771/galley/18642/download/" } ] }, { "pk": 29251, "title": "The Influence of Emotional Cues on Toddler Word Learning", "subtitle": null, "abstract": "Prior research indicates that the physical context in which a word is spoken can influence how well young children learnthe word. Yet, it is unclear how variability in social contexts (e.g. emotion) may impact word learning. To assess this,the present study used a novel noun generalization task with 2-year-old children. Participants were randomly assigned toone of four emotional labeling conditions: consistently angry, consistently happy, consistently sad, or variable (one labelin each emotional tone per trial). We investigated whether the number of correct responses out of eight trials varied byemotional condition. Preliminary data from 28 (14 female) participants suggests that the percentage of correct responsesin the sad (59.4%) and happy (64.3%) conditions may be lower than in the angry (70.8%) or variable (69.6%) conditions.These results hold implications for how emotional contexts may influence childrens ability to learn new words.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4444d5ds", "frozenauthors": [ { "first_name": "Marissa", "middle_name": "", "last_name": "Ogren", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Catherine", "middle_name": "", "last_name": "Sandhofer", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29251/galley/19122/download/" } ] }, { "pk": 29234, "title": "The Influence of Implicit Normative Commitments in Decision-Making", "subtitle": null, "abstract": "We approach some decisions (e.g., choosing an investment plan) by deliberating about our options, and others (e.g.,choosing dessert) by relying on intuition. In a study with 259 participants evaluating hypothetical decisions, we investigatefactors that predict whether deliberation and/or intuition is judged appropriate. We find that participants are more inclinedto endorse deliberation, and less inclined to endorse intuition, when they believe the means and ends involved in a decisioncan be objectively evaluated (consistent with Inbar, Cone, & Gilovich, 2010). We also find that violations of coherence(i.e., endorsing contradictory beliefs about a decision) predict higher ratings for intuition, as does belief that a givendecision reflects ones identity. These findings hold after adjusting for perceived effort, importance, and stakes. We suggestthat deliberation is judged appropriate when people believe that norms governing rational action apply, and we considerthe implications for real-world decision-making.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49h1r5xx", "frozenauthors": [ { "first_name": "Alexia", "middle_name": "Cristina", "last_name": "Martinez", "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/29234/galley/19105/download/" } ] }, { "pk": 29248, "title": "The influence of mental fatigue on delay discounting", "subtitle": null, "abstract": "The capacity to continually exert self control appears to become temporarily depleted over time, leading to mental fatigueand self-control failures. Some researchers have proposed that self control requires limited resources which must beperiodically replenished, but no direct evidence supports this theory. An alternative explanation is that mental fatigue isan evolutionarily-adaptive feature for managing motivations, serving to temporarily disincentivize the present course (ortype) of action, thereby redirecting behavior towards other goals that may better serve an individuals evolutionary fitness.Since self control is typically associated with delayed gratification and self-control failures with immediate gratification,mental fatigue may generally encourage immediately-gratifying behavior by temporarily increasing the extent to whichindividuals devalue all future rewards (delay discounting). To test this hypothesis, the present study examines whetherdelay discounting increases for participants who have recently completed a fatiguing task.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/993468t4", "frozenauthors": [ { "first_name": "Samuel", "middle_name": "", "last_name": "Nordli", "name_suffix": "", "institution": "Indiana University", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Todd", "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/29248/galley/19119/download/" } ] }, { "pk": 28607, "title": "The Intentional Stance Toward Robots: Conceptual and MethodologicalConsiderations", "subtitle": null, "abstract": "It is well known that people tend to anthropomorphize in inter-pretations and explanations of the behavior of robots and otherinteractive artifacts. Scientific discussions of this phenomenontend to confuse the overlapping notions of folk psychology,theory of mind, and the intentional stance. We provide a clarifi-cation of the terminology, outline different research questions,and propose a methodology for making progress in studyingthe intentional stance toward robots empirically.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "human-robot interaction; social cognition; inten-tional stance; theory of mind; folk psychology; false-belieftask" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7b40f3h4", "frozenauthors": [ { "first_name": "Sam", "middle_name": "", "last_name": "Thellman", "name_suffix": "", "institution": "Link ̈oping University", "department": "" }, { "first_name": "Tom", "middle_name": "", "last_name": "Ziemke", "name_suffix": "", "institution": "Link ̈oping 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/28607/galley/18478/download/" } ] }, { "pk": 28482, "title": "The interaction between structure and meaning in sentence comprehension:Recurrent neural networks and reading times", "subtitle": null, "abstract": "Recurrent neural network (RNN) models of sentence process-ing have recently displayed a remarkable ability to learn as-pects of structure comprehension, as evidenced by their abilityto account for reading times on sentences with local syntac-tic ambiguities (i.e., garden-path effects). Here, we investi-gate if these models can also simulate the effect of semanticappropriateness of the ambiguity’s readings. RNN-based esti-mates of surprisal of the disambiguating verb of sentences withan NP/S-coordination ambiguity (as in ‘The wizard guards theking and the princess protects ...’) show identical patters to hu-man reading times on the same sentences: Surprisal is higheron ambiguous structures than on their disambiguated counter-parts and this effect is weaker, but not absent, in cases of poorthematic fit between the verb and its potential object (‘Theteacher baked the cake and the baker made ...’). These resultsshow that an RNN is able to simultaneously learn about struc-tural and semantic relations between words and suggest thatgarden-path phenomena may be more closely related to wordpredictability than traditionally assumed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "garden-path sentences; self-paced reading; read-ing time; thematic fit; recurrent neural network; LSTM; sur-prisal" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/41v0w9z5", "frozenauthors": [ { "first_name": "Stefan", "middle_name": "L.", "last_name": "Frank", "name_suffix": "", "institution": "Radboud University", "department": "" }, { "first_name": "John", "middle_name": "C. J.", "last_name": "Hoeks", "name_suffix": "", "institution": "University of Groningen", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28482/galley/18353/download/" } ] }, { "pk": 28576, "title": "The interactions of rational, pragmatic agentslead to efficient language structure and use", "subtitle": null, "abstract": "Despite their diversity, languages around the world share aconsistent set of properties and distributional regularities. Forexample, the distribution of word frequencies, the distributionof syntactic dependency lengths, and the presence of ambigu-ity are all remarkably consistent across languages. We dis-cuss a framework for studying how these system-level proper-ties emerge from local, in-the-moment interactions of rational,pragmatic speakers and listeners. To do so, we derive a novelobjective function for measuring the communicative efficiencyof linguistic systems in terms of the interactions of speakersand listeners. We examine the behavior of this objective ina series of simulations focusing on the communicative func-tion of ambiguity in language. These simulations suggest thatrational pragmatic agents will produce communicatively effi-cient systems and that interactions between such agents pro-vide a framework for examining efficient properties of lan-guage structure and use more broadly.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "communicative efficiency" }, { "word": "Rational Speech Acttheory" }, { "word": "Computational Modeling" }, { "word": "information theory" }, { "word": "agent-based simulation" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1qn4x69v", "frozenauthors": [ { "first_name": "Benjamin", "middle_name": "N.", "last_name": "Peloquin", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Noah", "middle_name": "D.", "last_name": "Goodman", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Michael", "middle_name": "C.", "last_name": "Frank", "name_suffix": "", "institution": "Stanford University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28576/galley/18447/download/" } ] }, { "pk": 29188, "title": "The Intervention of Affective and Cognitive Theory of Mind on Impacting SocialNorm Violation Judgements", "subtitle": null, "abstract": "Individual’s judgment on the appropriateness of social norm includes perceiving others mental states (theory of mind), butit might differ with the intervention aspects in real social contexts. Therefore, in this study we mainly focus on evaluatingwhether affective and cognitive theory of mind would affect social norm violation judgments and investigate whetherthe timing of mentalization involves the judgments. As a result, preconceived intention intervention (both affective andcognitive theory of mind) significantly affected the judgments of the appropriateness. However, only cognitive theory ofmind in attributing violation intentions after encountering the social norm statement was found to affect in the judgmentsof the appropriateness of norm violations. In summary, theory of mind plays an important role on the judgment ofappropriateness for social norm violation, but the timing of intervention matters significantly.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3b44k2h8", "frozenauthors": [ { "first_name": "Nai", "middle_name": "Ching", "last_name": "Hsiao", "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/29188/galley/19059/download/" } ] }, { "pk": 29045, "title": "The inverse operation modulates confidence", "subtitle": null, "abstract": "Inversion is an essential operation, for instance in math (negatives) and action (to move in an opposite direction). Eventhough humans can invert is unclear how is implemented. There are two alternative hypotheses. The first possibility (H1)is that only positives are represented and negatives (inverses) are implemented as either a response (e.g. left to right) ortask demand flip (e.g. ¿ to ¡). The second possibility (H2) is that both positives and negatives (inverses) are encoded.To disambiguate them, we ran two experiments where participants had to apply the inverse while implicitly reportingconfidence. If inverting modifies encoding of otherwise identical stimulation then confidence should differ. We found thatconfidence was lower in inverse trials than direct/positive trials. This suggests that the inverse is not a simple responsestrategy or modification of task demands (H1), rather inverting modulates how cognitive information is encoded and usedin the brain (H2).", "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/8jc0f159", "frozenauthors": [ { "first_name": "Gabriel", "middle_name": "", "last_name": "Penagos", "name_suffix": "", "institution": "Pontificia Universidad Javeriana", "department": "" }, { "first_name": "Santiago", "middle_name": "Alonso", "last_name": "Diaz", "name_suffix": "", "institution": "Universidad Javeriana", "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/29045/galley/18916/download/" } ] }, { "pk": 29152, "title": "The Jig-saw of Part-task Training in Dynamic Task Environments", "subtitle": null, "abstract": "Part-task training is a technique which involves separating the target task into parts and presenting them during training.This approach has been used to train users to perform optimally in dynamic task environments. The present study investi-gated the effects of fractionation, a part-task training approach, versus whole-task training to improve performance in thevideo game Tetris by focusing on an important sub-task element of the game. Seventy-eight young adults were trained onTetris with one of three training regimens: 1) Part-task training with feedback, 2) Part-task training with no feedback, and3) Whole-task training in which participants practiced the whole game to obtain the highest overall score. Results showthat baseline performance influences training gains and feedback may not be helpful for learning. Training gains fromthe different training regimens show that tasks with highly interdependent components may benefit most from whole-tasktraining.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6dm5f99f", "frozenauthors": [ { "first_name": "Ropafadzo", "middle_name": "", "last_name": "Denga", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" }, { "first_name": "Wayne", "middle_name": "", "last_name": "Gray", "name_suffix": "", "institution": "Rensselaer Polytechnic Institute", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29152/galley/19023/download/" } ] }, { "pk": 28824, "title": "The Modularity of the Motor System", "subtitle": null, "abstract": "The extent to which the mind is modular is a foundational concern in cognitive science. Much of this debate has centeredon the question of the degree to which input systems, i.e., sensory systems such as vision, are modular (see, e.g., Fodor1983; Pylyshyn 1999; MacPherson 2012; Firestone & Scholl 201; Burnston 2017; Mandelbaum 2017). By contrast,researchers have paid far less attention to the question of the extent to which our main output system, i.e., the motorsystem, qualifies as such. I will argue that the motor system should be construed as quasi-modular, at best, in that it isinformationally encapsulated only to a certain degree, and in a way that can be strategically modulated by the agent. I willexplore the implications of this result for nearby philosophical puzzles relating to different aspects of action control.", "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/2tf7t5bk", "frozenauthors": [ { "first_name": "Myrto", "middle_name": "", "last_name": "Mylopoulos", "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/28824/galley/18695/download/" } ] }, { "pk": 28992, "title": "The Phenomenological Mind: Foregrounding Experience Through CognitiveAnti-realism and Quantum Cognition", "subtitle": null, "abstract": "Two perspectives on human cognition are contrasted: the computational mind and the phenomenological mind. The com-putational mind derives from the cognitivist hypothesis and is based on representation, computation and realism. Whileuseful for cognitive modelling, it is limited as it cannot cater for a cognitive agents experience. The phenomenologicalmind foregrounds experience by drawing on the concept of the enactive mind. The phenomenological mind refers to aview of cognition that is not predicated on the pre-existing mental representation of an objective world, and so is cog-nitively anti-realist and non-representational. Quantum cognition offers the prospect for cognitive modelers to step outof the computational mind but still have tools to rigorously and formally explore the anti-realism inherent to the phe-nomenological mind. The concept of contextuality from quantum cognition is proposed as a signature of experience in thephenomenological mind.", "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/5q44q88z", "frozenauthors": [ { "first_name": "Pamela", "middle_name": "", "last_name": "Hoyte", "name_suffix": "", "institution": "Queensland University of Technology", "department": "" }, { "first_name": "Peter", "middle_name": "", "last_name": "Bruza", "name_suffix": "", "institution": "Queensland University of Technology", "department": "" }, { "first_name": "Greg", "middle_name": "", "last_name": "Thompson", "name_suffix": "", "institution": "Queensland University of Technology", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28992/galley/18863/download/" } ] }, { "pk": 29276, "title": "The posterior probability of a null hypothesis given a statistically significant result", "subtitle": null, "abstract": "When researchers carry out a null hypothesis significance test, it is tempting to assume that a statistically significantresult lowers Prob(H0), the probability of the null hypothesis being true. Technically, such a statement is meaningless forvarious reasons: e.g., the null hypothesis does not have a probability associated with it. However, it is possible to relaxcertain assumptions to compute the posterior probability Prob(H0) under repeated sampling. We show that the intuitivelyappealing belief, that Prob(H0) falls when significant results have been obtained under repeated sampling, is in generalincorrect and depends greatly on: (a) the prior probability of the null being true; (b) Type I error, and (c) Type II error.Through simulation we quantify uncertainty and find that uncertainty about the null hypothesis often remains high despitea significant result. To help the reader develop intuitions about this common misconception, we provide a Shiny app(https://danielschad.shinyapps.io/probnull/).", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5bf424d9", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Schad", "name_suffix": "", "institution": "University of Potsdam", "department": "" }, { "first_name": "Shravan", "middle_name": "", "last_name": "Vasishth", "name_suffix": "", "institution": "University of Potsdam", "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/29276/galley/19147/download/" } ] }, { "pk": 29275, "title": "The Price of Good Intentions", "subtitle": null, "abstract": "Prior work has shown that positively intentioned agents are held more responsible, causal, and blameworthy for subsequentbad outcomes than negatively intentioned agents are held for good outcomes. Across a series of studies, we investigatethe underlying expectations that produce this asymmetry. We find that, in in the absence of explicit information about theaction performed, actions of positively intentioned agents who produce bad outcomes are inferred to be worse than actionsof negatively intentioned agents who produce good outcomes (Study 1). While both agents are judged to be incompetent(Study 2), positively intentioned agents are attributed more control over subsequent negative outcomes (Study 3) and arealso considered more pivotal in bringing them about (Study 4). Together these results suggest that well-intentioned agentsare seen as having more control, perhaps because, we believe they are in a better position to modify their future behaviorto bring about positive outcomes.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9jt796xh", "frozenauthors": [ { "first_name": "Arunima", "middle_name": "", "last_name": "Sarin", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Fiery", "middle_name": "", "last_name": "Cushman", "name_suffix": "", "institution": "Harvard University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29275/galley/19146/download/" } ] }, { "pk": 28640, "title": "The price of knowledge: Children infer epistemic states and desires fromexplorations cost", "subtitle": null, "abstract": "When deciding whether to explore, people must consider both their need for information, and the cost of obtaining it.Thus, to judge why someone explores (or decides not to), we must consider not only their actions, but also the cost ofinformation. Do children attend to the cost of agents exploratory choices when inferring what others know or desireto know? In Experiment 1, four- and five-year-olds judged that an agent who rejected an opportunity to gain low-costinformation must have already known it. In Experiment 2, four- and five-year-olds judged that an agent who incurreda greater cost to gain information had a greater epistemic desire. In two control experiments, we show that these resultscannot be explained by a low-level heuristic linking competence with knowledge. Our results suggest that childrens Theoryof Mind includes expectations about how costs interact with epistemic desires to produce action.", "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/12c9w239", "frozenauthors": [ { "first_name": "Rosie", "middle_name": "", "last_name": "Aboody", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Caiqin", "middle_name": "", "last_name": "Zhou", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Julian", "middle_name": "", "last_name": "Jara-Ettinger", "name_suffix": "", "institution": "Yale University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28640/galley/18511/download/" } ] }, { "pk": 28935, "title": "The process of art-making:An analysis of artist’s modification of conditions in the art-making process", "subtitle": null, "abstract": "The present study investigated how younger and expert artistscreate artwork, paying special attention to the modification ofconditions in the art-making process. Here, “processmodification” is the means by which artists generate newartistic ideas/concepts by modifying elements of one’s ownprevious artwork. To examine whether younger artists usesuch modifications in the same manner as experts, weinterviewed 28 contemporary artists (including 14 experts).Results revealed that most of the younger artists modifiedtheir work unsystematically. Younger artists drasticallychanged the subject/motif, method, and concept for their newartwork. Experts, in contrast, actively used processmodification to create a new technique and generated a newconcept based on their creative vision.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "artistic creation; creative process; art-makingprocess; process modification" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5kn69787", "frozenauthors": [ { "first_name": "Sawako", "middle_name": "", "last_name": "Yokochi", "name_suffix": "", "institution": "Tokyo Future University", "department": "" }, { "first_name": "Takeshi", "middle_name": "", "last_name": "Okada", "name_suffix": "", "institution": "The University of Tokyo", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28935/galley/18806/download/" } ] }, { "pk": 29203, "title": "The reassurance of the Complex Trial Protocol against ecologically validatedcountermeasures", "subtitle": null, "abstract": "The P300-based Complex Trial Protocol (CTP), developed by Rosenfeld et al. (2008), is known to compensate for accuracydegradation and countermeasure issues of the Concealed Information Test. Although a myriad of CTP studies usingelectroencephalogram has been investigated, the lack of crime-related details and the complexity of the previously usedcountermeasures have revealed the necessity of in-depth experiment. In the present study, fifty participants were dividedinto three groups: guilty, innocent, and guilty-countermeasure. Participants engaged in a mock-crime scenario and onlythe guilty-countermeasure group performed ecologically validated countermeasures during the CTP. Participants reactiontime and the amplitude of P300 components of event-related potential were analyzed and there was a significant difference(p¡0.05). Moreover, using the bootstrapping method, participants were correctly classified as guilty or innocent, regardlessof the use of countermeasure, with accuracy above 80%. The results support the possibility of the on-site usage of theCTP.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5vz5n6kb", "frozenauthors": [ { "first_name": "Hyemin", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "Korea 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/29203/galley/19074/download/" } ] }, { "pk": 29192, "title": "The Relationship between Inhibitory control and Creativity", "subtitle": null, "abstract": "There is a debate in the literature as to whether inhibitory control improves or hinders creativity. Alternatively, we proposethat flexible alterations between these two states would actually benefit creativity best. Therefore, the purpose of the currentstudy was to resolve the debate by inducing inhibited/disinhibited/flexible states of mind and subsequently examine theinfluence on creative performance. To do so, the Stop-Signal task (SST) was deployed through the use of differential taskinstructions. Afterwards, participants completed two creativity tasks: a free association task (FAT) and the alternate usestask (AUT). Results indicated that while the inhibited group scored higher in the FAT, the flexible group scored higher inthe AUT. Based on the results, we propose that there is an inverted U-shaped relationship between inhibitory control andcreativity: while some cognitive control is needed to generate original ideas; excessive control might hinder creativity asit may lead to premature closure of ideas that could otherwise be further developed.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/38x5415z", "frozenauthors": [ { "first_name": "tal", "middle_name": "", "last_name": "ivancovsky", "name_suffix": "", "institution": "Bar Ilan University", "department": "" }, { "first_name": "Moshe", "middle_name": "", "last_name": "Bar", "name_suffix": "", "institution": "Bar Ilan 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/29192/galley/19063/download/" } ] }, { "pk": 29157, "title": "The role of affect in sentence perception", "subtitle": null, "abstract": "The role of affect and sentence processing is an understudied topic. In an event-related potential (ERP) language experi-ment, we investigated modulation of the P300 ERP component by dispositional affect. Using our previous ERP paradigm,we employed a 3x2 design where 32 participants read sentences presented in 1- and 2-word chunks (Berent et al., 2005;Patson & Warren, 2010). Sentences started with subject nouns that were either universally quantified or not, and continuedwith a direct object which was either indefinite, definite singular, or plural e.g., (i) Every kid climbed a tree/the tree/thetrees vs. (ii) The kid climbed a tree/the tree/the trees. Number judgments were required at tree(s), which was always pre-sented alone (and never final). Reduced P300 amplitudes were observed for the plural condition indicating interference;furthermore, low positive affect individuals showed responses sensitive to local high probability features associated withthe control singular condition.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xs740rx", "frozenauthors": [ { "first_name": "Veena", "middle_name": "", "last_name": "Dwivedi", "name_suffix": "", "institution": "Brock 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/29157/galley/19028/download/" } ] }, { "pk": 28989, "title": "The role of AMPA receptor exchange in systems memory reconsolidation: Acomputational model", "subtitle": null, "abstract": "In the mammalian brain, a newly acquired memory depends on the hippocampus for maintenance and recall, but over timethe neocortex takes over these functions, rendering the memory hippocampus-independent. The process responsible forthis transformation is called systems memory consolidation. Interestingly, retrieval of a well-consolidated memory cantrigger a temporary return to a hippocampus-dependent state, a phenomenon known as systems memory reconsolidation.The neural mechanisms underlying systems memory consolidation and reconsolidation are not well understood. Here,we propose a neural model based on well-documented mechanisms of synaptic plasticity and stability and describe acomputational implementation that demonstrates the models ability to account for a range of findings from the systemsconsolidation and reconsolidation literature. Based on the computational model, we derive a number of predictions andsuggest experiments that may put them to the test.", "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/00s7m48t", "frozenauthors": [ { "first_name": "Peter", "middle_name": "", "last_name": "Helfer", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Shultz", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28989/galley/18860/download/" } ] }, { "pk": 28463, "title": "The Role of Basal Ganglia Reinforcement Learning in Lexical Priming andAutomatic Semantic Ambiguity Resolution", "subtitle": null, "abstract": "The current study aimed to elucidate the contributions of thesubcortical basal ganglia to human language by adopting theview that these structures engage in a basic neurocomputationthat may account for its involvement across a wide range of lin-guistic phenomena. Specifically, we tested the hypothesis thatbasal ganglia reinforcement learning mechanisms may accountfor variability in semantic selection processes necessary forambiguity resolution. To test this, we used a biased homographlexical ambiguity priming task that allowed us to measure au-tomatic processes for resolving ambiguity towards high fre-quency word meanings. Individual differences in task perfor-mance were then related to indices of basal ganglia function-ing and reinforcement learning, which were used to group sub-jects by learning style: primarily from choosing positive feed-back (Choosers), primarily from avoiding negative feedback(Avoiders), and balanced participants who learned equally wellfrom both (Balanced). The pattern of results suggests that bal-anced individuals, whom learn from both positive and negativereward equally well, had significantly lower access to the sub-ordinate homograph word meaning. Choosers and Avoiders,on the other hand, had higher access to the subordinate wordmeaning even after a long delay between prime and target. Ex-perimental findings were then tested using an ACT-R compu-tational model of reinforcement learning that learns from bothpositive and negative feedback. Results from the computa-tional model confirm and extend the pattern of behavioral find-ings, and provide a reinforcement learning account of lexicalpriming processes in human linguistic abilities, where a dual-path reinforcement learning system is necessary for preciselymapping out word co-occurrence probabilities.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "language; semantics; lexical selection; ambigu-ity resolution; priming; reinforcement learning; basal ganglia;dopamine; cognitive modeling; ACT-R" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6r8632cr", "frozenauthors": [ { "first_name": "Jose", "middle_name": "M.", "last_name": "Ceballos", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Stocco", "name_suffix": "", "institution": "University of Washington", "department": "" }, { "first_name": "Chantel", "middle_name": "S.", "last_name": "Prat", "name_suffix": "", "institution": "University of Washington", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28463/galley/18334/download/" } ] }, { "pk": 29105, "title": "The Role of Causal Information and Perceived Knowledge in Decision-Making", "subtitle": null, "abstract": "Causal knowledge is key to making effective decisions, yet little is known about how we combine new causal informa-tion with what we already know. This scenario, with a mix of prior beliefs and new information is common to manysettings, and is pervasive in health decisions. We specifically examine how decision-making with causal models differs inabstract decisions versus those more reminiscent of daily life, and how new information interacts with people’s perceivedknowledge about the decision-making domains. We found that while people can successfully use causal models to answerabstract questions, causal models can lead to worse choices in everyday decisions, especially when people believe theyknow a lot about the domain (Experiment 1). We then used an IOED task to determine if showing people how little theyactually understand about a domain may improve the use of causal models in decision-making (Experiment 2).", "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/2p2403kk", "frozenauthors": [ { "first_name": "Min", "middle_name": "", "last_name": "Zheng", "name_suffix": "", "institution": "Stevens Institute of Technology", "department": "" }, { "first_name": "Jessecae", "middle_name": "", "last_name": "Marsh", "name_suffix": "", "institution": "Lehigh University", "department": "" }, { "first_name": "Samantha", "middle_name": "", "last_name": "Kleinberg", "name_suffix": "", "institution": "Stevens 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/29105/galley/18976/download/" } ] }, { "pk": 28789, "title": "The Role of Effector Physicality and Risk Perception in Virtual Environments", "subtitle": null, "abstract": "Research has consistently demonstrated that people treat\ndigital technology-based environments such as VR as if they\nwere real. This is consistent with neural reuse and predictive\nprocessing theories. Neural circuits that have developed to\nperform real world actions are reused when performing tasks\nin computer mediated environments. The current research\ninvestigates some of the factors that could support users in\nleveraging their existing real world representations. A\nreasonable hypothesis is that users are more likely to emulate\nexisting real world processing if technological artifacts are\ncongruent with their experiential basis. This work investigates\nthe perceived cues of task risks, movement realism and\neffector realism in performing actions. Effector design is\nmanipulated (gesturing, wand, vs. knife), and participants cut\na vegetable in a simulated environment. Participants evoked\nreal world sensory motor contingency when technological\nartifacts are congruent with their experiential basis.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "embodied cognition; risk perception;\ncomputer mediated learning; danger avoidance;\neffector; controller" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9w00r52p", "frozenauthors": [ { "first_name": "Shulan", "middle_name": "", "last_name": "Lu", "name_suffix": "", "institution": "Texas A&M University", "department": "" }, { "first_name": "Derek", "middle_name": "", "last_name": "Harter", "name_suffix": "", "institution": "Texas A&M University", "department": "" }, { "first_name": "Gang", "middle_name": "", "last_name": "Wu", "name_suffix": "", "institution": "Texas A&M University", "department": "" }, { "first_name": "Pratyush", "middle_name": "", "last_name": "Kotturu", "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/28789/galley/18660/download/" } ] }, { "pk": 29237, "title": "The role of environment and body in divergent thinking tasks", "subtitle": null, "abstract": "Humans are creative tool users. We investigated whether body posture and environmental context influence creative outputin the divergent thinking task. Participants adopted either flexion or extension body postures and were shown images ofkitchen utensils or work tools. Each image was primed with an image of either a congruent environment or an incongruentenvironment. Results show that body posture, specifically extension, results in faster generation of responses, especiallywhen the object is primed by a congruent environment, and that extension increases sensitivity to environmental primes,increasing fluency overall. Our results shed light on the cognitive mechanisms of generating creative object uses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6bn16805", "frozenauthors": [ { "first_name": "Heath", "middle_name": "", "last_name": "Matheson", "name_suffix": "", "institution": "University of Northern British Columbia", "department": "" }, { "first_name": "Yoed", "middle_name": "", "last_name": "Kenett", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Alexander", "middle_name": "LePage", "last_name": "LePage", "name_suffix": "", "institution": "University of Northern British Columbia", "department": "" }, { "first_name": "Mathew", "middle_name": "", "last_name": "Sargent", "name_suffix": "", "institution": "University of Northern 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/29237/galley/19108/download/" } ] }, { "pk": 28443, "title": "The Role of Information in Visual Word Recognition:A Perceptually-Constrained Connectionist Account", "subtitle": null, "abstract": "Proficient readers typically fixate near the center of a word,with a slight bias towards word onset. We explore a novelaccount of this phenomenon based on combining information-theory with perceptual constraints in a connectionist model ofvisual word recognition. This account posits that the amountof information-content available for word identification variesacross fixation locations and across languages. These differ-ences contribute to the overall fixation location bias in differ-ent languages, make the novel prediction that certain wordsare more readily identified when fixating at an atypical fixa-tion location, and predict specific cross-linguistic differences.We tested these predictions across several simulations in En-glish and Hebrew, and in a behavioral experiment. The resultsconfirmed that the bias to fixate closer to word onset alignswith reducing uncertainty in the visual signal, that some wordsare more readily identified at atypical fixation locations, andthat these effects vary across languages.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "visual word recognition; computational mod-elling; connectionism; information theory; fixation location" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8g33n2b8", "frozenauthors": [ { "first_name": "Raquel", "middle_name": "G.", "last_name": "Alhama", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "department": "" }, { "first_name": "Noam", "middle_name": "", "last_name": "Siegelman", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Ram", "middle_name": "", "last_name": "Frost", "name_suffix": "", "institution": "Hebrew University", "department": "" }, { "first_name": "Blair", "middle_name": "C.", "last_name": "Armstrong", "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/28443/galley/18314/download/" } ] }, { "pk": 28921, "title": "The Role of Prior Beliefs in The Rational Speech Act Model of Pragmatics:Exhaustivity as a Case Study", "subtitle": null, "abstract": "This paper examines the interaction between prior beliefs andpragmatic inferences, focusing on exhaustivity effects. Wepresent three experiments that tests how prior beliefs influenceboth interpretation and production of language, and comparethe results with the predictions of the Rational Speech Actmodel, a Bayesian model of linguistic interpretation. We findthat prior beliefs about conditional probabilities have no affecton language production, but do affect interpretation, producinganti-exhaustivity effects. We find that the RSA model achievesa relatively good fit both for the human production and inter-pretation data, but only for highly-implausible utterance costs.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Pragmatics" }, { "word": "Rational Speech Act model" }, { "word": "Exhaus-tivity." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6p86j5vf", "frozenauthors": [ { "first_name": "Ethan", "middle_name": "", "last_name": "Wilcox", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Benjamin", "middle_name": "", "last_name": "Spector", "name_suffix": "", "institution": "PSL 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/28921/galley/18792/download/" } ] }, { "pk": 29086, "title": "The Role of Sensorimotor and Linguistic Information in the Basic-Level advantage", "subtitle": null, "abstract": "The basic-level advantage is one of the best-known effects in human categorisation. Traditional accounts argue that basic-level categories present a maximally informative or entry-level into a taxonomic organisation of concepts in semanticmemory. However, these explanations are not fully compatible with most recent views on the structure of the concep-tual system, which emphasise the role of sensorimotor (i.e., perception-action experience of the world) and linguisticinformation (i.e., statistical distribution of words in language) in conceptual processing. In a pre-registered wordpicturecategorisation study, we hypothesised that our novel measures of sensorimotor and linguistic distance would contribute tocategorical decision making, and would outperform traditional taxonomic levels (i.e., subordinate, basic, superordinate)in predicting the basic-level advantage. Results showed that, overall, our measures predicted the basic-level advantage atleast as well as taxonomic level. Sensorimotor information best explained processing speed, whereas taxonomic level bestexplained participants choices.", "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/5q54z85m", "frozenauthors": [ { "first_name": "Rens", "middle_name": "", "last_name": "van Hoef", "name_suffix": "", "institution": "Lancaster University", "department": "" }, { "first_name": "Louise", "middle_name": "", "last_name": "Connell", "name_suffix": "", "institution": "University of Lancaster", "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/29086/galley/18957/download/" } ] }, { "pk": 29026, "title": "The Role of Sketch Quality and Visuo-Spatial Working Memory in ScienceAccuracy", "subtitle": null, "abstract": "Sketching is often a helpful strategy for solving science problems. We examined the role of visuo-spatial working memoryand sketching in predicting science problem solving accuracy. Sketches were coded for quality based on whether theyincluded elements and relationships in the sketches. Regression analyses were done regressing working memory onto science problem solving. A mediation analysis was also conducted to determine whether sketch quality mediated therelationship between working memory and science accuracy. Findings are discussed in terms off implications for educationand classroom instruction.", "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/6dx520nm", "frozenauthors": [ { "first_name": "Dana", "middle_name": "", "last_name": "Miller-Cotto", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Nicole", "middle_name": "", "last_name": "Hallinen", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Julie", "middle_name": "", "last_name": "Booth", "name_suffix": "", "institution": "", "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/29026/galley/18897/download/" } ] }, { "pk": 29132, "title": "The Role of Task Characteristics and Individual Differences in Pointing to UnseenLocations", "subtitle": null, "abstract": "Pointing tasks have been used for decades to investigate peoples understanding of environmental-scale spaces. Most ofthis research has used the variability of pointing estimates to provide insights into peoples cognitive maps. In pointingexperiments, experimenters need to identify a signal within the trial-by-trial and participant-by-participant variability.However, it is not well understood how characteristics of the task and differences between individuals contribute to pointingvariability. In this paper, I investigated characteristics of pointing tasks and individual differences (i.e., gender, sense-of-direction, familiarity, and strategy use) to provide insights into the factors that influence pointing accuracy and itsvariability. Using the findings of this study, I make recommendations for best-practices in pointing task methods andanalyses.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0kf1j077", "frozenauthors": [ { "first_name": "Heather", "middle_name": "", "last_name": "Burte", "name_suffix": "", "institution": "University of Texas at Arlington", "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/29132/galley/19003/download/" } ] }, { "pk": 29084, "title": "The Scaffolding of Inferential Reasoning: Intuitive Analysis of Variance", "subtitle": null, "abstract": "In the present study, we explored the effect of a scaffolding exercise designed to make salient the importance of within-group variance on participants informal reasoning during a subsequent intuitive analysis of variance task. Participantswere first presented with several datasets that varied with respect to within-group differences and were asked to provideexamples of extraneous factors that could be the source of the variance. Afterwards, participants were given additionaldatasets that differed with respect to both within and/or between-group variability, and were asked to rate the strengthof evidence provided by the dataset in support of a hypothetical theory. Consistent with prior research, the majority ofparticipants tended to place a strong emphasis on between-group variability while minimizing the importance of within-group variation. However, the results indicate that for a subset of participants (n=6), the scaffolding exercise was effectivein highlighting the significance of within-group variation. We found that all participants who reasoned normatively on thescaffolding exercise were able to successfully complete the analysis of variance task in a normative manner.", "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/8r34q39t", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Trumpower", "name_suffix": "", "institution": "University of Ottawa", "department": "" }, { "first_name": "Nicolas", "middle_name": "", "last_name": "Robinson", "name_suffix": "", "institution": "University of Ottawa", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29084/galley/18955/download/" } ] }, { "pk": 28462, "title": "The shape of language experience in two traditional communities", "subtitle": null, "abstract": "This study sketches the language environments of children ages 0;03;0 growing up in two traditional, indigenous com-munities: one Tseltal (Mayan) and the other Yl (Papuan). Past ethnographic work has suggested that caregivers’ ideasabout talking to young children differ greatly between these two communities. However, the present daylong recordinganalyses suggest that, in fact, children are rarely directly addressed in both places, with no age-related increase and withmost child-directed speech coming from adults. Children’s manual activities also suggest that child-carrying practicesand cultural context moderate the extent to which children might use co-occurrence between held objects and ambientlanguage to learn words.", "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/9pg51948", "frozenauthors": [ { "first_name": "Marisa", "middle_name": "", "last_name": "Casillas", "name_suffix": "", "institution": "Max Planck Institute for Psycholinguistics", "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/28462/galley/18333/download/" } ] }, { "pk": 28492, "title": "The Social Network Dynamics of Category Formation", "subtitle": null, "abstract": "How do societies develop categories for continuous sets of novel phenomena, as in the domains of art and technology?Seminal work in the nativist tradition argues that given the same stimuli, people can independently produce the samecategories as a result of universal cognitive constraints. These constraints are said to account for cross-group coherence,where distinct communities and cultures have been shown to arrive at highly similar categories. Cross-group coherence iswidely seen as incompatible with functionalism, which holds that categories are defined through communication, leadingto divergent category systems. Here, we use an experiment to demonstrate that communication can generate either thedivergence or convergence of category systems, depending on the size of the social network (2, 6, 8, 24, and 50). We findthat large social networks amplify population biases, where a subset of slightly more frequent words become exponentiallymore likely to spread as network size increases.", "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/81f5g6t0", "frozenauthors": [ { "first_name": "Douglas", "middle_name": "", "last_name": "Guilbeault", "name_suffix": "", "institution": "The University of Pennsylvania", "department": "" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Baronchelli", "name_suffix": "", "institution": "City University", "department": "" }, { "first_name": "Damon", "middle_name": "", "last_name": "Centola", "name_suffix": "", "institution": "The University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28492/galley/18363/download/" } ] }, { "pk": 28719, "title": "The Stream of Spatial Information:Spanning the Space of Spatial Relational Models", "subtitle": null, "abstract": "Given identical informational content, the order in which youreceive spatial information may heavily influence the correct-ness of your mental representation. This can reveal importantinsights into the specifics of human spatial cognition and theway we integrate information. Despite its importance in ev-eryday life, its causes and the mental processes involved stillremain an open question. Most cognitive models so far havefocused on modeling only answer distributions or just the mostfrequent answer given by all participants.In this paper we take a rather radical approach: We turn tothe individual spatial reasoner and focus our analyses on thestream of spatial information and related reaction times, i.e.,how the spatial information is represented and cognitively pro-cessed. By spanning a space of 243 cognitive spatial models,some of which outperform the current state-of-the art models,it is possible to test the goodness of general principles under-lying such models.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Spatial Cognition; Reasoning; Continuity Effect;Cognitive Models" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4b24d020", "frozenauthors": [ { "first_name": "Paulina", "middle_name": "", "last_name": "Friemann", "name_suffix": "", "institution": "University of Freiburg", "department": "" }, { "first_name": "Jelica", "middle_name": "", "last_name": "Nejasmic", "name_suffix": "", "institution": "PH Ludwigsburg", "department": "" }, { "first_name": "Marco", "middle_name": "", "last_name": "Ragni", "name_suffix": "", "institution": "University of Freiburg", "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/28719/galley/18590/download/" } ] }, { "pk": 28812, "title": "The Synergy of Passive and Active Learning Modesin Adaptive Perceptual Learning", "subtitle": null, "abstract": "Adaptive learning systems that generate spacing intervalsbased on learner performance enhance learning efficiency andretention (Mettler, Massey & Kellman, 2016). Recentresearch in factual learning suggests that initial blocks ofpassive trials, where learners observe correct answers withoutovertly responding, produce greater learning than passive oractive trials alone (Mettler, Massey, Burke, Garrigan &Kellman, 2018). Here we tested whether this passive + activeadvantage generalizes beyond factual learning to perceptuallearning. Participants studied and classified images ofbutterfly genera using either: 1) Passive Only presentations,2) Passive Initial Blocks followed by active, adaptivescheduling, 3) Passive Initial Category Exemplar followed byactive, adaptive scheduling, or 4) Active Only learning. Wefound an advantage for combinations of active and passivepresentations over Passive Only or Active Only presentations.Passive trials presented in initial blocks showed the bestperformance, paralleling earlier findings in factual learning.Combining active and passive learning produces greaterlearning gains than either alone, and these effects occur fordiverse forms of learning, including perceptual learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "adaptive learning; perceptual learning; spacingeffect; memory; active learning; passive learning" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5r34v7nv", "frozenauthors": [ { "first_name": "Everett", "middle_name": "", "last_name": "Mettler", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Burke", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Austin", "middle_name": "S.", "last_name": "Phillips", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Patrick", "middle_name": "", "last_name": "Garrigan", "name_suffix": "", "institution": "St. Joseph’s University", "department": "" }, { "first_name": "Christine", "middle_name": "M.", "last_name": "Massey", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" }, { "first_name": "Philip", "middle_name": "J.", "last_name": "Kellman", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28812/galley/18683/download/" } ] }, { "pk": 29090, "title": "The Temporal Dynamics of Belief-based Updating of Epistemic Trust: Light at theEnd of the Tunnel?", "subtitle": null, "abstract": "We start with the distinction of outcome- and belief-based Bayesian models of the sequential update of agents beliefs andsubjective reliability of sources (trust). We then focus on discussing the influential Bayesian model of belief-based trustupdate by Eric Olsson, which models dichotomic events and explicitly represents anti-reliability. After sketching somedisastrous recent results for this perhaps most promising model of belief update, we show new simulation results for thetemporal dynamics of learning belief with and without trust update and with and without communication. The resultsseem to shed at least a somewhat more positive light on the communicating-and-trust-updating agents. This may be a lightat the end of the tunnel of belief-based models of trust updating, but the interpretation of the clear findings is much lessclear.", "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/9xw4g7mv", "frozenauthors": [ { "first_name": "Momme", "middle_name": "", "last_name": "von Sydow", "name_suffix": "", "institution": "LMU Munich", "department": "" }, { "first_name": "Christoph", "middle_name": "", "last_name": "Merdes", "name_suffix": "", "institution": "Universitt Erlangen", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "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/29090/galley/18961/download/" } ] }, { "pk": 28762, "title": "The trajectory of counterfactual simulation in development", "subtitle": null, "abstract": "Previous work has argued that young children do not answercounterfactual questions (e.g. “what would have happened?”)by constructing simulations of alternative possibilities in theway adults do. Here, we propose that children can engage insimulation when answering these questions, but considerdifferent counterfactual possibilities than adults. While mostprevious research has relied on narrative stimuli, we use causalperception events, which are understood even in infancy. InExperiment 1, we replicate earlier findings that childrenstruggle with counterfactual reasoning, but show that they arecapable of conducting the required simulations in a predictiontask. In Experiment 2, we use a novel multiple-choice methodthat allows us to study not only when children get it right, butalso how they get it wrong. We find evidence that 4-year-oldsengage in simulation, but preserve only some features of whatactually happened and not others.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "causality; counterfactual reasoning; perception;child development; multinomial process trees" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5zb2f32m", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "F.", "last_name": "Kominsky", "name_suffix": "", "institution": "Harvard University", "department": "" }, { "first_name": "Tobias", "middle_name": "", "last_name": "Gerstenberg", "name_suffix": "", "institution": "Stanford University", "department": "" }, { "first_name": "Madeline", "middle_name": "", "last_name": "Pelz", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Mark", "middle_name": "", "last_name": "Sheskin", "name_suffix": "", "institution": "Yale University", "department": "" }, { "first_name": "Henrik", "middle_name": "", "last_name": "Singmann", "name_suffix": "", "institution": "University of Warwick", "department": "" }, { "first_name": "Laura", "middle_name": "", "last_name": "Schulz", "name_suffix": "", "institution": "Massachusetts Institute of Technology", "department": "" }, { "first_name": "Frank", "middle_name": "C.", "last_name": "Keil", "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/28762/galley/18633/download/" } ] }, { "pk": 29280, "title": "The Visual Representation of Abstract Verbs: Merging Verb Classification withIconicity in Sign Language", "subtitle": null, "abstract": "Theories like the picture superiority effect prove that visual information is vital in the acquisition of knowledge, suchas in language learning. Words can be graphically represented to illustrate the meaning of a message and facilitate itsunderstanding, but this rarely applies to abstract words. The current research turns to sign languages to explore thecommon semantic elements that link abstract words to each other, pointing towards the possibility of creating clusters oficonic meanings. By using sign language insight and VerbNets organisation of verb predicates, this study presents a novelorganisation of 500 English abstract verbs classified by visual shape. Graphic animation was used to visually represent 20classes of abstract verbs (see on www.vroav.online) An online survey was created to achieve judgements on the graphicvisuals representativeness. Significant agreement between participants suggests a positive way forward for further researchand applications within multimodal communication and computer assisted learning.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3b49n0d0", "frozenauthors": [ { "first_name": "Simone", "middle_name": "", "last_name": "Scicluna", "name_suffix": "", "institution": "University of Trento", "department": "" }, { "first_name": "Carlo", "middle_name": "", "last_name": "Strapparava", "name_suffix": "", "institution": "FBK-Irst", "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/29280/galley/19151/download/" } ] }, { "pk": 35939, "title": "The Write Aid for ELLs: The Strategies Bilingual Student Teachers Use to Help Their ELL Students Write Effectively", "subtitle": null, "abstract": "Many students, especially English language learners (ELLs), struggle when they write. This study examined the various writing strategies 3\nSpanish-speaking bilingual student teachers used to help their elementary school ELL students write. This was a case study that looked at how these student teachers used their primary language, among other writing methods, to help their ELLs access writing strategies so these students could write effective English compositions. The authors used the interviews of student teachers, their lesson plans, and reflective journals to identify the instructional methods these student teachers used with their students. These methods included strategies such as helping their ELL students write their ideas in Spanish and English and using Spanish and English cognates to build students’ word banks. The knowledge from this study is important because it showed how ELLs may benefit when their teachers use the students’ primary language to help them write English compositions.", "language": "eng", "license": null, "keywords": [ { "word": "bilingualism" }, { "word": "writing strategies" }, { "word": "K12 ELL classroom instruction" } ], "section": "Theme Section - Teaching and Learning", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2532c1qk", "frozenauthors": [ { "first_name": "Anita", "middle_name": "B.", "last_name": "Sunseri", "name_suffix": "", "institution": "Santa Clara University", "department": "" }, { "first_name": "Mary", "middle_name": "Anne", "last_name": "Sunseri", "name_suffix": "", "institution": "San José 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/catesoljournal/article/35939/galley/26793/download/" } ] }, { "pk": 28833, "title": "Thinking counterfactually supports children’s ability toconduct a controlled test of a hypothesis", "subtitle": null, "abstract": "Children often fail to control variables when conducting testsof hypotheses, yielding confounded evidence. We propose thatgetting children to think of alternative possibilities throughcounterfactual prompts may scaffold their ability to controlvariables, by engaging them in an imagined intervention that isstructurally similar to controlled actions in scientificexperiments. Findings provide preliminary support for thishypothesis. Seven- to 10-year-olds who were prompted to thinkcounterfactually showed better performance on post-testcontrol of variables tasks than children who were given controlprompts. These results inform debates about the contributionof counterfactual reasoning to scientific reasoning, and suggestthat counterfactual prompts may be useful in science learningcontexts.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "cognitive development; scientific reasoning;counterfactual reasoning; causal learning; science education" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2qr839xn", "frozenauthors": [ { "first_name": "Angela", "middle_name": "", "last_name": "Nyhout", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Alana", "middle_name": "", "last_name": "Iannuzziello", "name_suffix": "", "institution": "University of Toronto", "department": "" }, { "first_name": "Caren", "middle_name": "M.", "last_name": "Walker", "name_suffix": "", "institution": "University of California San Diego", "department": "" }, { "first_name": "Patricia", "middle_name": "A.", "last_name": "Ganea", "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/28833/galley/18704/download/" } ] }, { "pk": 28913, "title": "Thinking Locally or Globally? – Trying to Overcome the Tragedy\nof Personnel Evaluation with Stories or Selective Information Presentation", "subtitle": null, "abstract": "Social dilemmas conceptually suggest distinguishing direct\nindividual and group-level effects (also involving indirect\neffects on others). Furthermore, the success of organizations\nappears to rely on identifying not only individual excellence\nbut positive impact on others as well. In ‘Two-Level\nPersonnel Evaluation Tasks’ (T-PETs) participants as human\nresource managers evaluate employees when individual and\ngroup contributions are dissociated. Von Sydow, Braus, &\nHahn (2018) have suggested a potential ‘Tragedy of\nPersonnel Evaluation’: A group-serving employee with the\nsmallest individual contribution but by far the greatest po-\nsitive effect on the group’s overall earnings was often rated\nthe most negatively. Here we investigate, in two experiments\nwith conflicting information, whether emphasizing the group\ncan avert the ‘tragic’ outcome. Our results suggest that the\ntragedy is not as complete as suggested, and that contextual\ninformation can mitigate the tragedy. Nonetheless, the results\nalso corroborate the stability of underestimating the impact of\nteam players.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Co-variation Detection; Inner-Individual Dilemma;\nCo-operation; Multi-Level Approach Simpsons Paradox" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1j90c75p", "frozenauthors": [ { "first_name": "Momme", "middle_name": "", "last_name": "von Sydow", "name_suffix": "", "institution": "University of Munich", "department": "" }, { "first_name": "Niels", "middle_name": "", "last_name": "Braus", "name_suffix": "", "institution": "University of Heidelberg", "department": "" }, { "first_name": "Ulrike", "middle_name": "", "last_name": "Hahn", "name_suffix": "", "institution": "University of Munich", "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/28913/galley/18784/download/" } ] }, { "pk": 28756, "title": "Thinking through the implications of neural reuse for the additive factors method", "subtitle": null, "abstract": "One method for uncovering the subprocesses of mental\nprocesses is the “Additive Factors Method” (AFM). The AFM\nuses reaction time data from factorial experiments to infer the\npresence of separate processing stages. This paper investigates\nthe conceptual status of the AFM. It argues that one of the\nAFM’s underlying assumptions is problematic in light of\nrecent developments in cognitive neuroscience. Discussion\nbegins by laying out the basic logic of the AFM, followed by\nan analysis of the challenge presented by neural reuse.\nFollowing this, implications are analysed and avenues of\nresponse considered. Keywords: additive factors method;\nseriality assumption; anatomical modularity; neural reuse.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "additive factors method" }, { "word": "neural reuse" }, { "word": "stage\nmodels" }, { "word": "seriality assumption" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7qq538bz", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "King", "name_suffix": "", "institution": "Northwestern University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28756/galley/18627/download/" } ] }, { "pk": 28830, "title": "To be or not to be: Examining the role of language in a concept of negation", "subtitle": null, "abstract": "Negation is a complex, abstract concept, despite the ubiquityof words like “no” and “not” in even young children’s speech.One challenging aspect to words like “no” and “not” is thatthese words can serve many functions in speech, giving ustools to express an array of concepts such as denial, refusal,and nonexistence. Is there a single concept of “negation” thatunites these separate negative functions – and if so, doesunderstanding this concept require the structure of humanlanguage? In this paper we present a study demonstrating thatadults spontaneously identify a concept of negation in theabsence of explicit verbal instructions, even when theexemplars of negation are perceptually varied and representmany different functions of negation. Furthermore, tying upparticipants’ language ability using verbal shadowing impairsparticipants’ ability to identify a concept of negation, but doesnot impair participants’ ability to identify an equally complexcontrol concept (natural kinds). We discuss our findings inlight of theories regarding the representation of negation andthe relationship between language and thought.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "negation; philosophy of language; language andthought" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5927c1fv", "frozenauthors": [ { "first_name": "Ann", "middle_name": "E.", "last_name": "Nordmeyer", "name_suffix": "", "institution": "Southern New Hampshire University", "department": "" }, { "first_name": "Jill", "middle_name": "G.", "last_name": "de Villiers", "name_suffix": "", "institution": "Smith 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/28830/galley/18701/download/" } ] }, { "pk": 28615, "title": "To Catch a Snitch: Brain potentials reveal knowledge-based variabilityin the functional organization of (fictional) world knowledge during reading", "subtitle": null, "abstract": "People vary in what they know, yet models of languageprocessing do not take this variability into account. Weharnessed the temporal sensitivity of event-related brainpotentials alongside individual differences in Harry Potter (HP)knowledge to investigate the extent to which the availabilityand timing of information relevant for real-time wordcomprehension are influenced by variation in degree of domainknowledge. We manipulated meaningful (category, event)relationships between sentence contexts about HP stories andcritical words (endings), assessed via behavioral ratings and bymeasuring similarity of word embeddings derived from a high-dimensional semantic model trained on HP texts. Individuals’ratings were sensitive to these relationships according to thedegree of their domain knowledge. During reading, N400amplitudes (neural measures of semantic retrieval) alsoreflected this variability, suggesting the degree to whichinformation relevant for word understanding is availableduring real-time sentence processing varies as a function ofindividuals’ domain knowledge.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Language Processing" }, { "word": "ERPs" }, { "word": "Knowledge" }, { "word": "individualdifferences" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3nv7r4sj", "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/28615/galley/18486/download/" } ] }, { "pk": 28714, "title": "Toddlers recognize multiple polysemous meanings and use them to infer additionalmeanings", "subtitle": null, "abstract": "Up to 80% of words have multiple, related meanings (polysemy), yet work on early word learning has almost uniformlyassumed one-to-one mappings between form and meaning. Using a looking-while-listening procedure, we present thefirst evidence that toddlers (n=40) can recognize multiple meanings for common nouns, e.g., dog collar, shirt collar. In anEnglish-meaning condition, toddlers were tested on their ability to recognize multiple English meanings for polysemouswords such as cap (e.g., a baseball cap and a bottle cap). Another condition prompted toddlers with the same Englishwords (e.g., cap), but target referents instead corresponded to the words polysemous extension in an unfamiliar language,(e.g., lid is a meaning for Spanishs cap, tapa). Toddlers looked to the correct targets above chance on both trial types,but with greater accuracy on English-meaning trials, demonstrating a recognition of familiar word-meaning pairs and anability to infer potential new meanings.", "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/7557w34h", "frozenauthors": [ { "first_name": "Sammy", "middle_name": "", "last_name": "Floyd", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Adele", "middle_name": "", "last_name": "Goldberg", "name_suffix": "", "institution": "Princeton University", "department": "" }, { "first_name": "Casey", "middle_name": "", "last_name": "Lew-Williams", "name_suffix": "", "institution": "Princeton University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28714/galley/18585/download/" } ] }, { "pk": 28905, "title": "Top-down information is more important in noisy situations: Exploring the role ofpragmatic, semantic, and syntactic information in language processing", "subtitle": null, "abstract": "Language processing depends on the integration of bottom-upinformation with top-down cues from several differentsources—primarily our knowledge of the real world, ofdiscourse contexts, and of how language works. Previousstudies have shown that factors pertaining to both the senderand the receiver of the message affect the relative weighting ofsuch information. Here, we suggest another factor that maychange our processing strategies: perceptual noise. Wehypothesize that listeners weight different sources of top-downinformation more in situations of perceptual noise than innoise-free situations. Using a sentence-picture matchingexperiment with four forced-choice alternatives, we show thatdegrading the speech input with noise compels the listeners torely more on top-down information in processing. We discussour results in light of previous findings in the literature,highlighting the need for a unified model of spoken languagecomprehension in different ecologically valid situations,including under noisy conditions.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "sentence processing; perceptual noise; pragmaticcontext; real-world semantics; rational inference." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5m09d4w7", "frozenauthors": [ { "first_name": "Fabio", "middle_name": "", "last_name": "Trecca", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Kristian", "middle_name": "", "last_name": "Tylén", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Riccardo", "middle_name": "", "last_name": "Fusaroli", "name_suffix": "", "institution": "Aarhus University", "department": "" }, { "first_name": "Christer", "middle_name": "", "last_name": "Johansson", "name_suffix": "", "institution": "University of Bergen", "department": "" }, { "first_name": "Morten", "middle_name": "H.", "last_name": "Christiansen", "name_suffix": "", "institution": "Aarhus University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28905/galley/18776/download/" } ] }, { "pk": 28888, "title": "To Teach Better, Learn First", "subtitle": null, "abstract": "There has been little cross-fertilization between research on ac-tive learning and teaching, despite extensive conceptual simi-larities. The current study aims to bridge the gap by show-ing that engaging in active learning can influence subsequentteaching performance. In a one-dimensional boundary teach-ing task, participants who first took the role of an active learnerwent on to become better teachers than participants who didnot. In order to disentangle the effect of active selection ofsamples from their information content, the performance ofactive learners was compared to that of yoked passive learn-ers. While prior passive learning also significantly boostedteaching performance, it did so to a lesser extent. However, inpaired comparisons, teachers with active learning experiencedid not differ significantly from their yoked-passive learningcounterparts. Based on the current results we cannot arguefor a teaching benefit specific to active learning as opposed toa more general improvement caused by experiencing the taskfrom the learner’s perspective. However, we suggest that thisis a promising line of inquiry using more complex learning andteaching tasks.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "teaching; active learning; evidence selection" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1f54n5zw", "frozenauthors": [ { "first_name": "Oana", "middle_name": "", "last_name": "Stanciu", "name_suffix": "", "institution": "Central European University", "department": "" }, { "first_name": "Mate", "middle_name": "", "last_name": "Lengyel", "name_suffix": "", "institution": "University of Cambridge", "department": "" }, { "first_name": "Jozse", "middle_name": "", "last_name": "Fiser", "name_suffix": "", "institution": "Central European 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/28888/galley/18759/download/" } ] }, { "pk": 28570, "title": "Toward a Formal Science of Heuristics", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Ecological rationality; one-reason heuristics; for-mal science of heuristics; Take The Best heuristic" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27m4k0rz", "frozenauthors": [ { "first_name": "Ardavan", "middle_name": "S.", "last_name": "Nobandegani", "name_suffix": "", "institution": "McGill University", "department": "" }, { "first_name": "Thomas", "middle_name": "R.", "last_name": "Shultz", "name_suffix": "", "institution": "McGill University", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28570/galley/18441/download/" } ] }, { "pk": 28610, "title": "Towards a neural-level cognitive architecture: modeling behavior in workingmemory tasks with neurons", "subtitle": null, "abstract": "Constrained by results from classic behavioral experiments weprovide a neural-level cognitive architecture for modeling be-havior in working memory tasks. We propose a canonicalmicrocircuit that can be used as a building block for work-ing memory, decision making and cognitive control. The con-troller controls gates to route the flow of information betweenthe working memory and the evidence accumulator and setsparameters of the circuits. We show that this type of cognitivearchitecture can account for results in behavioral experimentssuch as judgment of recency, probe recognition and delayed-match-to-sample. In addition, the neural dynamics generatedby the cognitive architecture provides a good match with neu-rophysiological data from rodents and monkeys. For instance,it generates cells tuned to a particular amount of elapsed time(time cells), to a particular position in space (place cells) andto a particular amount of accumulated evidence.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Cognitive architecture; Neural-level modeling;Working memory; Cognitive control; Decision making; Judg-ment of recency; Probe recognition; Delayed-match-to-sample" } ], "section": "Papers with Oral Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qq7v9kc", "frozenauthors": [ { "first_name": "Zoran", "middle_name": "", "last_name": "Tiganj", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Nathanael", "middle_name": "", "last_name": "Cruzado", "name_suffix": "", "institution": "Boston University", "department": "" }, { "first_name": "Marc", "middle_name": "W.", "last_name": "Howard", "name_suffix": "", "institution": "Boston 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/28610/galley/18481/download/" } ] }, { "pk": 28637, "title": "Towards a space of contextual effects on choice behavior: Insights from the driftdiffusion model", "subtitle": null, "abstract": "Choice behavior can be influenced by many different types of incidental contextual effects, including those pertaining topresentation format, emotion, social belief, and cognitive capacity. Many of these contextual effects form the basis ofnudges, used by academics and practitioners to shape choice. In this paper, we use data from a very large-scale choiceexperiment to uncover a space of contextual effects. We construct this space by analyzing fifteen contextual effects usingthe parameters of the drift diffusion model (DDM). DDM is a quantitative theory of decision making whose parametersoffer a theoretically compelling characterization of the cognitive underpinnings of choice behavior. By representing a largenumber of contextual effects in terms of how they influence the parameters of the DDM, our space is able to preciselymeasure, quantify, and compare the contextual effects, and interpret these effects in terms of their behavioral, mechanistic,and statistical implications.", "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/4912t8qb", "frozenauthors": [ { "first_name": "Wenjia", "middle_name": "Joyce", "last_name": "Zhao", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Aoife", "middle_name": "", "last_name": "Coady", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" }, { "first_name": "Sudeep", "middle_name": "", "last_name": "Bhatia", "name_suffix": "", "institution": "University of Pennsylvania", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2019-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28637/galley/18508/download/" } ] }, { "pk": 29151, "title": "Towards building AI Life-coach agent for honing creativity", "subtitle": null, "abstract": "World Economic Forum report predicts that 35% of the skills needed to navigate the world of work will have changed by2020. By 2020, creativity will be the third most sought-after skill, behind complex problem solving and critical thinking.Creative skills are future-proof, in that they cannot be Automated. Art and creativity are essentially what makes us humanand this is being backed up by research. (Elaine Rumbol) How do you hone creativity? This seems to be an open question.The present study aims to build an architecture for AI agent(life-coach) that incorporates the latest research on creativityand guides the user based on the users personality traits, context, emotions, mood and cognitive load. The agent will detectthe users emotional valance & Motivational Intensity which in turn will influence the attention focus (Broaden the mind(for free floating ideas) or result in narrow focus (linear, step by step goal attainment)). Toward this aim, we plan to run aseries of tests for gathering user feedback. Design of the tests are underway.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Member Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3q40w9nm", "frozenauthors": [ { "first_name": "Amarnath", "middle_name": "", "last_name": "Dasaka", "name_suffix": "", "institution": "IIIT hyderabad", "department": "" }, { "first_name": "Preeti", "middle_name": "", "last_name": "S.", "name_suffix": "", "institution": "Georgia Tech", "department": "" }, { "first_name": "Bapiraju", "middle_name": "", "last_name": "Surampudi", "name_suffix": "", "institution": "IIIT hyderabad", "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/29151/galley/19022/download/" } ] }, { "pk": 28433, "title": "Towards emotion based music generation: A tonal tension modelbased on the spiral array", "subtitle": null, "abstract": "", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Tension; Tonal tension" }, { "word": "music" }, { "word": "Computationalmodelling; Music and emotion; Music structure" } ], "section": "Publication-based Talks", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1503n3d5", "frozenauthors": [ { "first_name": "Dorien", "middle_name": "", "last_name": "Herremans", "name_suffix": "", "institution": "Singapore University of Technology and Design", "department": "" }, { "first_name": "Elaine", "middle_name": "", "last_name": "Chew", "name_suffix": "", "institution": "Queen Mary 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/28433/galley/18304/download/" } ] }, { "pk": 28848, "title": "Tracking the wandering mind: Memory, mouse movementsand decision making styles", "subtitle": null, "abstract": "Mind wandering involves internally focused attention, and isoften conceptualized as the opposite of external attention thatis oriented towards the task at hand. Individuals vary ac-cording to the amount they mind wander as well as with re-gards to the pattern of oscillations between mind wanderingthoughts and externally directed, focused thought. Assumingthat mind wandering is influenced by episodic contents, we ex-plore the proposition that mind wandering frequency is relatedto the manner in which individuals deal with the contents ofepisodic memory, as reflected by a maximizing decision mak-ing style. Based on previous studies measuring cognitive pro-cesses, we assume that mouse trajectories towards a particu-lar response on the screen are continuously updated by time-dependent and temporally-dynamic cognitive processes. Asa behavioral methodology, mouse tracking provides potentialcues to help predict mind wandering. In our experiment, a to-tal of 274 students completed a decision making questionnaire,episodic and associative memory tests (during which mousemovements were recorded) and a working memory task, dur-ing which mind wandering thoughts were assessed. We foundcertain mouse movement characteristics to be significantly pre-dictive of mind wandering. Also, a maximizing decision mak-ing style appeared to be related to a particular type of mindwandering, namely, task-related interference.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "mind wandering; episodic memory; mouse-tracking; decisionmaking; maximizing" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3bq4q6w3", "frozenauthors": [ { "first_name": "Mariana", "middle_name": "Rachel", "last_name": "Dias da Silva", "name_suffix": "", "institution": "Tilburg University", "department": "" }, { "first_name": "Marie", "middle_name": "", "last_name": "Postma", "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/28848/galley/18719/download/" } ] }, { "pk": 28652, "title": "Transferability of calibration training between knowledge domains", "subtitle": null, "abstract": "Many industry professionals are poorly calibrated, overestimatingtheir ability to make accurate forecasts. Previous research hasdemonstrated that an individual’s calibration in a specific domaincan be improved through calibration training in that domain;however devising a training program for each specific domainwithin a field is laborious. A more efficient method would be ifindividuals from different disciplines could undertake the samegeneral training and transfer the skills learnt to their respective,specific domains. This study investigated whether calibrationtraining in a general domain was transferable to the specificdomain of petroleum engineering. The results showed that, whilstthe feedback training was effective within the general domain,there was only limited transfer to the specific domain. This isargued to be due to recognition failure, where the participantsfailed to recognise that the skill learnt through training in thegeneral domain could be transferred to the specific domain.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "calibration; overconfidence; training; skilltransfer." } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4t13h8bn", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Babadimas", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Boras", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Nicholas", "middle_name": "", "last_name": "Rendoulis", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Welsh", "name_suffix": "", "institution": "University of Adelaide", "department": "" }, { "first_name": "Steve", "middle_name": "", "last_name": "Begg", "name_suffix": "", "institution": "University of Adelaide", "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/28652/galley/18523/download/" } ] }, { "pk": 28660, "title": "Translation Tolerance in Vision", "subtitle": null, "abstract": "A fundamental challenge in object recognition is torecognize an image when it is projected across differentretinal locations, an ability known as translation tolerance.Although the human visual system can overcome thischallenge, the mechanisms responsible remain largelyunexplained. The ‘trained-tolerance’ approach holds thatan object must be experienced across different retinallocations to achieve translation tolerance. Previous studieshave supported this approach by showing that the visualsystem struggles to generalize recognition of novelobjects to translations as small as 2° of visual angle. Thepresent paper outlines a series of eyetracking studies thatshow novel objects can be recognized at translations as faras 18° from the trained retinal location, challenging thestandard account of translation tolerance in neuroscienceand psychology.", "language": "eng", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Translation Tolerance; Translation Invariance;Object Recognition; Vision" } ], "section": "Papers with Poster Presentations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7xk0w176", "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/28660/galley/18531/download/" } ] } ] }